Status of This Document

This section describes the status of this document at the time of its publication. Other documents may supersede this document. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at https://www.w3.org/TR/.

This document was published by
the Accessible Platform Architectures Working Group and the Accessibility Guidelines Working Group as a
Updating Working Draft. This document is for people who make Web content (Web pages) and Web applications. It gives advice on how to make websites and applications that are friendly for people with cognitive impairments by providing guidance for your designs, and design process. Please find the Change log for those changes in this Updating Working Draft.

Publication as a Working Draft does not imply endorsement by the
W3C Membership. This is a draft document and may be updated, replaced or
obsoleted by other documents at any time. It is inappropriate to cite this
document as other than work in progress.

1. Introduction

Making websites and applications that are friendly for people with
cognitive impairments affects every part of design and development.

Traditionally accessibility has been most focused on the interface, and
making that usable for people with sensory and physical impairments in
vision, hearing and/or mobility. Some accessibility features will help
people with cognitive impairments, but often the issues are about
context, language, usability, and other more general factors that impact
everyone to some degree.

This document aims to provide guidance on how to make websites and
applications that are friendly for people with cognitive impairments by
providing guidance for your designs, and design process.

1.1
Background about People with Learning and Cognitive Disabilities and
the Web

People with cognitive and learning disabilities may not be able to
effectively use web content because of the design and content choices
of the author. Examples may include:

People with impaired short term memory may be unable to recall
passwords or copy access codes. They may have trouble or be unable
to remember new symbols and interface paradigms;

People with different processing speed capabilities may need
additional time to understand the design relationships and volume of
information on screen;

People with language related disabilities may need simple clear
language and instructions. Some may rely on supporting graphics and
familiar symbols to understand content;

People with social and/or communication disabilities may need clear
literal language and may not understand metaphors or non-literal
text and symbols;

People with dyscalculia may not understand or confuse numerical
references such as percentages;

People who have issues with keeping or regaining focus, may be have
difficulty completing a simple task if there are lots of
distractions and interruptions. They may need headers and signposts
to help them regain the context after their attention has been lost
(including in multimedia);

Many groups will need support to minimize errors and complete their
task. They will struggle with complex, multi-stage processes such as
filling out forms or entering data correctly or finding the content
or feature that they need.

These difficulties may sometimes also be experienced by users in the
general population due to environmental or situational barriers, such
as when they are trying to use a website when they are distracted. For
example, working on a mobile device while in an unfamiliar or noisy
situations can demand place addition cognitive load on all users by
splitting their attention. However, for users with cognitive and
learning disabilities, these difficulties are likely to be persistent
and significant, so that they are unable to access content and abandon
tasks.

Cognitive and learning disabilities include long-term and short-term
and sometimes permanent difficulties relating to cognitive
functions, such as:

perception, memory and attention;

learning and orientation;

visual, verbal and numerical thinking.

These are usually hidden difficulties and may be age related. The
terminology and definitions used for cognitive disabilities varies
between countries and users are less likely to have a formal diagnosis
of a disability than individuals with physical and sensory
difficulties. Cognitive disabilities may include intellectual
impairments affecting comprehension alongside written and spoken
expression. People may also experience a co-occurrence of difficulties
such as dyspraxia / developmental coordination difficulties and ADHD
should also be taken into account.

It should be noted that by addressing barriers to accessibility for
users with cognitive and learning disabilities, improvements to
digital technologies can be achieved and there is the potential to
improve user experience for everyone.

2. Building in the User

2.1 Process

Some aspects of making web content and applications friendly for
people with cognitive impairments are best dealt with as part of the
overall design process. For most organizations there should be scope
included for a
user-centered design process.

Key parts of this process for people with cognitive impairments should
be:

Including the needs of users with cognitive impairments in the
context of use and requirements;

Including people with cognitive impairments in research methods such
as usability testing.

If people with cognitive impairments are included in the usability
testing and their feedback is accounted for, you can be sure that the
website will be easier to use for everyone. (See
Usability testing, below)

2.2 Usability Testing, Focus Groups and Feedback

Usability testing is the best way to know if your content and functionality works for real people with cognitive and learning disabilities.

Usability is important for everyone. However, if someone cannot use the content or design without help because of their disability, then the content is not accessible for them. It is important to change the design so that users with cognitive or learning disabilities can use the content independently.

Including digital accessibility throughout a project, right from the beginning, improves accessibility for all users. Including design patterns which focus on the needs of those with cognitive disabilities, and when possible, usability testing with individuals with cognitive disabilities, helps ensure accessibility for these individuals.

Automated testing for accessibility focuses on more technical areas of accessibility. While important, automated testing cannot assess if people with a cognitive impairment can successfully use the content. It is vital for people with cognitive disabilities that development teams do not rely solely on automated accessibility testing. Development teams should:

Use the design patterns as described in section 3 when designing interfaces and writing requirements.

If possible, perform usability tests with people who have cognitive disabilities. Usability testing of wireframes, conceptual drawings of the interface, or template pages can be helpful to identify challenges early in the project.

Sometimes designs and content are usable for some people but not if they have cognitive or learning impairments. Sometimes content is usable by people with one learning disability but not a different one. For example, content with fewer words and more numbers may be perfect for some users with dyslexia or autism spectrum disorder, but inaccessible for people with dyscalculia who struggle with numeric information. It is important that usability testing includes a diverse set of users with different cognitive or learning disabilities, such as people with a memory impairment, attention impairment, language and communication disability and intellectual disability.

Including People with Cognitive and Learning Disabilities.

Persons with disabilities should participate in the design and development process. This also includes research that has something to do with them. They're the experts in what works for them.

This can involve including people with cognitive and learning disabilities in:

focus groups

usability tests

the design and research team.

Informed Consent

It is important to get a declaration of consent from all participants involved in testing and focus groups before they start. Before they sign up, participants must know and understand the details such as:

What the project is for.

What they will be doing and why it is helping you.

Any risks need to be explained and understood.

What personal details are collected and how any personal data may be used (note that their comments should be anonymized before being used in any report.)

They do not have to participate. Participation is always voluntary and they can always stop at any time.

If your tester has a guardian, you should get informed consent from both the tester and their guardian.

Using an understandable consent form is important. Our design patterns on clear content will help you use clear language and layout. Adding symbols can also help. You can also add comprehension questions to confirm that the terms are understood. You can also adapt the example consent forms from our developer resource page.

Finding People to Include

Finding people to include in usability testing who have different learning and cognitive disabilities can be relatively easy. People sometimes recruit users from an organization or self-help group for people with learning difficulties. Social media groups can be an easy and convenient resource. Alternatively, small developers can achieve a large improvement by asking people who they know, such as friends, colleagues, relatives or neighbors who:

Are older and struggle to use computers, or have age-related forgetfulness;

Are at an early stage of dementia

Have dyslexia and/or dyscalculia or ADHD

Have a learning or intellectual disability

People with acquired cognitive issues (for example, due to neurological trauma) who have the same challenges as people with other disabilities such as:

having difficulty (asking a family member to help) with booking travel booking or hotel booking online

being unable to use online banking

coping with content forms and pop-up windows when errors occur

It is helpful to find people with learning and cognitive difficulties who are also in your target group as customers or users.

Our developer resource page references project and resources with information on finding and working with persons with learning and cognitive difficulties as co-researchers or peer researchers. Peer-researchers understand the perspective of people with their disabilities. The researchers and developers work together with peer researchers to find solutions. Peer researchers are also involved in testing the solution with other people with cognitive and learning disabilities.

If your organization has a more formal process, work with those that help employees or community members get assistive technology or other accommodations. They can put out a call for volunteers to their contacts. This helps individuals self-identify and opt-in to help.

Usability Testing

It is beyond the scope of this document to provide a guide to usability testing and user-research, however, there are useful resources available on our developer resource page. As a short overview, usability could be measured based on efficacy, efficiency and satisfaction. This can be done by measuring or tracking:

successes in completing tasks while noting any errors to measure efficacy,

time taken per task to measure efficiency, note that the relative time between tasks is often more useful than absolute numbers and

user’s mood and comments to measure satisfaction.

At the end of the evaluation you should be able to answer:

What prevents the user from completing a task?

What creates confusion? When and why do they misinterpret the interface?

What produces an error and an incorrect action?

When does the user get frustrated or upset

When does the user misunderstand navigation, menus and controls?

How can these problems be avoided?

Differences from Usability Testing with the General Population

There are some differences when performing usability testing with people who have cognitive impairments:

Ask ahead of time if they need any support for their needs. This could include a quiet room or frequent breaks.

Ask what test methods work best for them, such as individual interviews or groups.

Ensure participation forms are easy to understand.

Inform the participant that they can request the information in a different format. If they make a request, ensure they receive it with enough time for them to review and ask questions.

Have a copy of the participation forms at the session, in case questions come up before the session begins.

Send participation forms to the participant in advance, and allow plenty of time for the participant to ask questions and fill in forms;

Allow the participant to bring a care giver, family member or friend to attend with them.

If your tester has a guardian, you should get an assent form from the tester and an informed consent form from their guardian;

If they bring a guardian or care giver, make sure they are not doing the tasks for them. If they give help, monitor closely what help they give as this may be due to a design fault.

Explain the testing method before the test.

The questions should not be too difficult.

It helps to provide easy methods of assessing mood, rather than asking for the participant to verbalize. Try asking them to select a smiley face, such as:Figure 1 A simple mood selector

Figure 1A simple mood selector

Some individuals also have challenges identifying moods from faces. Other options to consider are simple mood selectors and text-based rating scales where an individual can point to their selection. For example, I really like this, it is fine, I really don't like this.

Check they understand the methods used to collect the data.

Ensure the person does not feel like they are at fault for making mistakes. While this is always important during usability testing, this scenario is even more likely for people with cognitive impairments.

Ask them for their ideas, such as, what features they would like to see, what design they prefer and what support they find most helpful.

Here are some suggestions of what to look for when conducting usability testing with people with learning and cognitive disabilities:

Before you start, make sure the research team understands that the testers cannot do anything wrong. Research should never harm the user or make them feel bad.

Make sure the participants and researchers know they can leave at any time. No one should feel bad if they leave!

Check that the testers understand the task or question. Encourage your testers to “think out loud”

Can your testers manage each task reasonably easily and fast? You can time the task taken to complete, and note any parts where the users slow down or seem to struggle. Also, note any errors that they make including clicking on the wrong item.

Is completing the task frustrating or upsetting?

You can ask the users how they are feeling before and after the tasks or rate their mood such as selecting the smiley face which represents how they feel.

Ask them if anything was annoying.

How can you make it better for your users (people with learning and cognitive disabilities)?

Ask your users if they have suggestions about what would make the interface easier for them to use. This is often best at the end of the usability test.

If the user is struggling, remind them that you are reviewing the system not them and that their insights are really helpful. Thank them for helping. Remind them that it is helpful when they find issues because it helps the team make the product better. Stop the process if users are getting distressed.

Analyze the data collected and review the findings with the team. Remember to keep the names of individuals confidential unless they have given permission to have their identity and disability shared.

(With thanks to Smart4MD and Easy Reading for this overview. These projects are co-financed by the European Union under an EU Framework Programme for Research and Innovation – Horizon 2020, with grant agreement number 643399 and 780529 and the European commission for this contribution.)

2.3 Use Cases / Persona

Any time there is a 'target audience', there will be people with
learning and cognitive disabilities in that audience. Cognitive
impairments are often invisible in day-to-day life until people
encounter particular challenges. To provide some context and
understanding, eight personas have been created which outline fictional
people with various cognitive impairments and the challenges they face.

For additional examples from other organizations, see Persona Links on the Developer resources page.

2.3.1 Alison: An Aging User with Mild Cognitive Impairment

Problem:I'm not sure what I should press. I pressed something that looked like the buy button but it did nothing. I am not sure if it is me or if this website just doesn't work.

Works well:The buy button was clearly something I could click. The process was easy. I have now bought matching dresses for the grandchildren.

Alison has a medical background, working in rehabilitation of physical injuries, but has recently decided to work part-time to take up more hobbies and be with her grandchildren. She wants to try an online course to learn Chinese, in preparation for a special holiday. Alison considers 63 to be the new 36. However, she has difficulty concentrating and finding the word she wants to say. She often makes typos and has to correct sentences when she re-reads them. She becomes easily frustrated as she finds new technical things, like updated design patterns and applications, to be hard to learn and less intuitive than they used to be. Plus, navigation takes longer than in the past. Unfortunately, this includes learning how to use a new interface and this affects the way she works when swapping between her tablet, phone and computer.

Scenario 1: Learning How to Use New Technologies and Interfaces

Alison recently took an evening course to learn how to use Windows and MS Word ten years ago and used to feel very comfortable with the interface. After she had to renew her computer she finds all the updates mean that most applications now appear very different. She realizes that links and buttons have changed appearance and often finds she does not know what to press. Sometimes she will press a picture or stylized heading that is not a control and so is not sure if the internet was down, the site is broken or she has made a mistake. Sometimes she touches something accidentally and the focus moves to a different page or application. For example, she recently tried to enlarge some small text and activated a link instead of enlarging it! She misses the days when all links were in blue and underlined.

Alison loses self-confidence when things go wrong. For example, selecting an incorrect button or getting an error that she does not understand. She knows to try and press the back button to go back a step, but it does not always work as she thinks it will. She tends to think she cannot cope, so gives up, but with support to adapt the interface to suit her needs she could learn to use the new style.

Her children worked with her to reduce the number of menu items on the application toolbar so she can concentrate on the ones she regularly uses. They helped her change her settings so when searching for items on the web, only a limited number now appear at one time. They also found her a de-cluttering browser extension that takes away many of the advertisements and other items that clutter her social media pages when communicating with her grandchildren.

Scenario 2: Correcting Typos and Writing Fluently

When writing letters and messages on her computer, phone and tablet Alison pauses every so often and checks that what she is writing makes sense. She finds it very annoying having to work so slowly, but by using text-to-speech to read out content she has found she can hear her mistakes more easily than she notices them on the screen. She has also discovered that this process can make reading web pages easier and less tiring. However, she often has to go over instructions several times before completing tasks online. She depends on the fact that forms do not time out or have an option to allow her to extend the time to fill in the edit boxes.

Scenario 3: Coping with Online Banking and Shopping

Alison knows her math skills are not as sharp as they used to be. She is worried about making mistakes that will put her financially at risk and she is not sure she should be using her credit card online. Alison wants to feel safe and supported.

She has found that autocomplete helps filling out forms, but she tends to worry that what has been entered may not be accurate. She has a paper card listing some commonly needed information such as her phone number, address and postcode. She stores secure information in a special folder and she has set up an agreement with the bank to limit spending on her credit card and mobile banking.

Scenario 4: Giving Feedback

Alison would like to give feedback and tell her bank what changes they could make to their website to make it more usable for her and other mature customers. She struggles to find the feedback form and she has to type in a lot of information to send her suggestions. When she types in her phone number without the area code she receives an error. She tries to fix the error and send the suggestion but the send button becomes disabled so she probably needs to correct something else as well. At this point Alison feels they do not want her feedback and gives up. She now uses the site much less often. She also finds it hard to reach a support person on the phone because of the confusing phone menu system, so drives into the bank instead. She is thinking of changing to her daughters bank, so her daughter can help her.

2.3.2 Amy: A Computer Scientist who has Autism

Problem:They used lots of words on the links that did not seem to make sense. I think they were metaphors but I'm not sure.

Works well:I put my mouse over the items I did not understand and there was some clear text that explained what it did. I would rather they just used the clear text in the first place but at least I could use it.

Amy loves her computer science course and now programs in several languages. She has discovered she can visualize the outcome of her coding and is quick to find any errors even if they have not been highlighted. Documentation writing is less fun and she tends to be rather too concise which means some users do not receive enough help using her applications.

Scenario 1: Coping with Poor Layouts and Illogical Navigation

Being able to code your own websites can make you very critical of others! Amy finds that she often feels quite confused by some social media sites that have dynamically changing content with random messages and advertisements. She either avoids these sites or tends to try to personalize them by clearing away the clutter and choosing to hide sections. Navigation that does not follow a simple route across an entire site really annoys her, as she feels this does not help anyone. She also finds that she is missing important information on sites that have too much information on pages or have no clear and logical structure.

Scenario 2: Changing Colour Schemes, Flashing, Blinking and Automatic Playing Videos or Music

When a page loads automatically or animations and videos play automatically cause problems for Amy. Sometimes, the movement can be very distracting and the sounds alarming. She has always found that sudden noises or something happening unintentionally has been a problem. When designing her own applications and websites she makes sure all the controls for animated objects or videos are very visible and do not start until the user has decided they wish to interact or view the object.

Scenario 3: Designs that Make Use of Abstract Imagery and Metaphors

Amy is always concerned about communicating clearly and finds it hard when people ask her to create a design that includes abstract imagery. Images that do not directly represent something make Amy feel uneasy and she tends to ask if there can be some explanatory text in case other users are confused. On the other hand, a figure of speech where someone has written something that is not literal makes her wish that the writer would use easy to read content as it is hard to understand concepts such as, "the wheels of justice turning slowly."

2.3.3 Anna: A Student who has Dyslexia and Poor Eye Hand Coordination

Problem:As a slow reader it takes me ages to read though badly structured text and I often miss important information.

Works well:The newsletter has headings so I can find the important information quickly.

Anna has been a student for the past year. Her Fashion Design course has been challenging but fun. She loves the creative aspect of the diploma and would rather be drawing than writing. She has moderate dyslexia, which affects her ability to read, spell and use numbers. Anna has a poor working memory, especially for numbers and digits. She also has poor auditory discrimination which affects her ability to read quickly.

Anna had several projects to complete as part of her portfolio, but the one that worried her most involved a written assignment where she has to research the topic of Post-war fashions and their impact on today’s designs.

Scenario 1: Logging In

Anna's use of the library catalogue from home failed at the first attempt when she could not remember her password. She kept putting in ‘afib61’ rather than ‘afid16’ and could not see the mistake. The error message on the web page had not helped because it announced that her user name or password were incorrect and she was not sure which one was wrong. Luckily, as she was on her own laptop the browser settings allowed her to save her password and she was able to automatically log in.

Scenario 2: Finding Accessible Content

Having navigated the online library system, Anna eventually found a paper on the subject she wanted, which she could download in pdf format. She was hoping to use her text-to-speech app to read the content aloud but when she tried to highlight the text nothing happened. She discovered the document was actually an image and yet there was no warning this was the case. She could not find an alternative accessible version of the paper. This meant she had to use optical character recognition to virtually scan the paper. It was not totally successful leaving gaps in the information she found and the process took away valuable time from her writing.

Scenario 3: Filling in a Form to Ask for an eJournal Article

Finally, Anna found an ejournal that had another article, but there was a form that had to be completed. Anna duly started the process but realized she did not know the author’s name. She returned to the page where she had found the article to copy and paste the name. Sadly when she returned to the form all that she had filled in was lost. She had hoped to just be able to add the final bit, not have to retype the whole thing again.

Scenario 4: Overlooking Important Information

Anna is a very slow reader and often sounds out words. She has low auditory processing skills so she cannot speed up her screen reader. Therefore, to manage her busy life she has to try and scan read and skip through the massive amounts of content, emails and newsletter she sees so she can read only the most important parts. Sometimes however, she cannot find important content because it is buried inside lots of other content, or the headers and visual layout of the content does not guide her to where she needs to be.

Anna is always worried that she is missing something important and sometimes she is. For example, her daughters elementary school published a weekly newsletter with interesting stories about activities and important announcements. It contained information that her daughters school was ending early one day, but it was buried under less important information about the school activities. Because it takes her so long to read each word she did not manage to read the whole newsletter and did not know that her daughter was coming home earlier than usual. As a result she was not home in time and her daughter was left waiting outside for over an hour.

Scenario 5: Pressing the Correct Button

Anna has bad eye hand coordination, so precise movements are hard and she often touches the wrong button or digit when typing on her small phone screen. With her low letter recognition this makes typing in codes or text very unreliable. She also confuses left and right so she is often pressing the off button in place of the volume. In most interactions on her phone she makes some form of mistake, such as loading a new video when she intended to expand the screen of the window she was watching. To use an application successfully it needs to have a consistent back or undo function.

2.3.4 Carolyn: A Yoga Teacher who has ADHD

Problem:If I come to a website that has lots of banners automatically flying by it really distracts me and I want to turn them off!

Works well:I found an option on my computer to say I wanted less movement and the website stopped all the flying things.

Carolyn found concentrating at school difficult and when she got into college to take a course in business studies life became even more stressful. She knew she could cope with the studies but never seemed to get her work completed on time, found it hard to start a report and even to create a plan for a project. When working with others she always had good ideas but somehow they were never taken up and she became frustrated often failing to keep her feelings in check. Luckily, a tutor suggested she sought help and when a psychologist, mentioned Attention Deficit Hyperactive Disorder (ADHD) Carolyn was relieved to have a reason for some of the planning and organizational difficulties she was having. She learnt that if she could make use of her constantly active brain and body as well as manage her time better, she could turn her hobby into a very successful Yoga business.

Carolyn could not really explain her apparent forgetfulness and not being able to focus or complete tasks, but she knew that if she came across a long document or web page with dense text she had to find the key points. If the web page failed to have a clear structure with a content list, well-spaced and highlighted headings she would be lost and lose concentration. Carolyn also said that if she was using her mobile she found advertisements appearing between chunks of text completely upset her focus and she had to stop reading. However, when there was good use of white space, recognizable icons linking to simple bold text clarifying the important points, Carolyn could target these areas and find out what she needed. A clear summary also provided clarity of understanding and Carolyn could remember much of what she had read.

Scenario 2: The Power to Stop Scrolling Carousels and Banners

When setting up a new website for her business, Carolyn found an attractive template with several different ways of being able to show images of her exercises. However, she could not make the carousel of photographs pause, or a banner with her latest news stop scrolling. This really annoyed her as she found both items stopped her concentrating on the real content on the rest of the site. She thought that if it was upsetting her, what about her intended audience! She had to find a friend to add some code that not only added controls, but also stopped the automatic movement giving her website a calmness that she hoped her yoga teaching achieved.

Scenario 3: Losing Focus when Completing Tasks

Carolyn enjoyed her Yoga teaching, but found that if she was developing some instructional materials for her website, online tools often failed to provide sufficient guidance. Unless there was a clear pathway and a way to return to the place where she was working, she often deleted items by accident or could not make corrections. Saving endless previews with yet more tabs being open in her browser caused anxiety levels to rise. It was not until she found a web app that made each task clear with a submit button, that saved her work in stages, that she was able to cope. Carolyn was able to see sections of her work in the correct order and could then manage the bite size chunks of instruction, rather than have to deal with it all at once. This made it so much easier for her to complete the exercise sheets and she became confident in her use of the application to the extent she was willing to purchase the pro version.

Scenario 4: Learning Information from a Video

Theoretically, Carolyn likes instructional videos, but in practice she can only concentrate well enough to learn for a few minutes at a time. Then she loses her concentration. She will usually lose focus earlier if there is more than a minute of content that she already knows. When this happens, she misses the information that she needs! Carolyn tries hard but she still cannot focus for more than a few minutes on content that she already knows. Sometimes she watches videos at high speed so that they are less boring for her, but she still loses focus within a few minutes. When a video is broken down into segments with clear headings, she can jump to the information she needs to learn, and jump forward over segments that she already knows. When she misses information that she needs she can easily jump to the correct location and focus.

2.3.5 Frank: A Retired Lawyer with Dementia

Problem:I want to turn the volume up but there is no dial?

Works well:There was a clear volume buttons with a label that made sense, so I knew what to press.

Frank retired from his law firm in his early 60s when he found he was forgetting important items that needed to be discussed in his complex caseload. He found that he was forgetting material that he had just read, losing and misplacing objects and having trouble planning or organizing events. Frank is a very intelligent man and that has not changed. You will often find him reading an article about the law. However, he finds he cannot learn new things that rely on remembering new information. This can include new words or symbols.

Scenario 1: Managing Dates and Booking Holidays

Frank noticed that he had trouble with online calendars and booking flights and hotels when he was planning his summer holiday. He could not work out the way the dates had to be entered into the form and made mistakes with the month and day. If only there had been a good example or tooltip. He also found that when he was booking a flight, the table that had the various lists of airports automatically entered the initials, which was very confusing when he was checking that everything was correct. Finally, there was the issue of making sure he booked the right number of nights for his hotel stay. He knew his arrival time at the airport was a day later than when he left, but it would have helped to have had a calendar with colour and clear markings for the days in the week not just numbers.

Scenario 2: Coping with Icons that are not Recognizable

Many web pages now have their own graphic icons and ways of indicating actions that need to be completed. Frank was having problems searching for information about a care home that he thought might help him in the future. He could not work out what the various options were when he came to fill out a form for his requirements. There appeared to be a series of small images beside the edit boxes, but the minute he began to write in the form the text explanation disappeared. He wanted the instructions to remain in place above the area where he was writing and for the box to be highlighted when he found he had missed some important sections.

Scenario 3: Support when Using Search Engines

Frank likes to surf the web for anything to do with fishing, his favorite hobby. However, he has found that the sheer number of items that appear when he types in a few words very confusing. Ideally he would like the number of search results to be reduced and perhaps have some way of seeing the items categorized in groups so that he can work out which services he needs. In this case it might also be helpful to have icons appearing when the groups are listed, so that he can see articles about fly fishing in one section and sea fishing in another. Blocks of text with more white space around them would also be helpful so that he is not having to cope with such a mass of text.

Scenario 4: Making a Doctors Appointment

Frank can be independent, but often finds unsuitable designs make him require help. For example, he was trying to make a doctor's appointment. He went to the doctor's website and clicked on “make an appointment”. Then a popup opened asking him for the date. He became distracted by the phone, and when he returned to the screen he was not sure what it was for. So he did not make the appointment. If the popup had had a clear heading he would have been reminded of what he was doing, but without this landmark he was just confused.

Later Frank tried calling to make an appointment. Unfortunately, the voice system was automated and asked him questions like “press 2 to make an appointment” Frank typically cannot remember the digit - especially while he is processing the options. He usually gets lost in these systems or types the wrong digit. Frank is reluctant to ask for help and as a result he is not getting the health care he needs.

Scenario 5: Using the Heating

Frank recently moved to a smaller apartment that is easier to take care of. However, this means he is not used to the ICT interfaces for the heating and television system. He has tried to turn on the heat, but the menu item for selecting heat or air conditioning is labeled "mode" and he cannot remember or learn new terms. Frank cannot use the whole unit because of this one term. This has caused emergencies such as hypothermia. Frank keeps the heating on at the same temperature and will only change it when his helper comes.

The TV also has an ICT interface with a lot of symbols that Frank does not know. His helper put an “on/off” sticker next to the button that he can use, but he cannot change the channel or change the volume.

When his microwave broke he bought a new one with controls that were similar to his old one. Because the controls were familiar, Frank can use the microwave unaided, although he needs help with the TV and heating.

2.3.6 George: A User who Works in a Supermarket and has Down Syndrome

Problem:I find it hard to understand and remember such long and complex written instructions.

Works well:The instructions for scanning items are presented as a clear list of steps made of pictures with easy to read text next to them. If I get stuck I can quickly find a reminder of what to do in such ‘Easy Read’ content.

George enjoys his job and lives semi-independently in a small town, where he can easily find his way around. However, George finds it hard to use search engines and navigate around websites because of the need to work with large blocks of text. He has problems using the online systems at work, and needs help to search for suitable videos or music.

Scenario 1: Using Symbols for Communication

George used to use Makaton symbols and gestures when at school, but is able to communicate relatively easily now, although reading and writing remains a challenge. Surfing the web is hard when most interactions require text input, but George likes to watch videos, find images and listen to music as well as playing games online. Friends have set up links with recognizable icons on his tablet and this has made it easy to visit his favorite sites. If recognizable symbols or icons could be used in more situations, George feels he would be able to reach more sites independently. There are search engines designed for children and these often use more images, but tend to be too childish for George’s taste.

Scenario 2: Understanding Netiquette and its Impact on Social Media Sites

George has been told about surfing safely and not giving out personal information. He is very lucky that his family has set up his Facebook and Skype account with various privacy settings. However, George finds the way emojis change or new icons keep appearing on his message systems rather confusing and does not always realize what some of them mean. He has sometimes selected an inappropriate symbol and then receives a rather short message from a friend in return that is upsetting. He finds it hard to explain what might have happened. He knows there have been times when he really can’t choose the right symbol because it is too small and he finds it hard to accurately hit the spot. George is then very worried as he does not know how to unlike or change his symbol choice. Interacting with emojis and other symbols is much easier for him with easy ways to enlarge these features on touch interfaces and to undo errors.

Scenario 3: Controls on Videos and Popup Windows

Using a mouse is not easy for everyone and double clicking can take time to learn. George has worked hard to improve his mouse skills by playing many onscreen games, but he still finds it hard to move accurately enough to skip ads on videos or to track down the close/exit method offered by some popup windows. Once again friends have come to the rescue and enabled an ad blocker extension for his browser, but this does not always capture all the ads or prevent George selecting the submit rather than a cross or exit button on a pop-up. There have been times when George has downloaded malware without any second warning appearing or been unable to reach a site because he cannot find the small cross on a transparent popup window that overlays the main page.

Scenario 4: Finding ways to Read Instructions

George finds it very hard to read instructions unless they use very short and easy to read words. He needs text that has been simplified. The best option for George is when someone has taken the trouble to provide a summary of a paragraph with a well-known symbol,short bullet points and a clear diagram or image of what is required. He finds videos with instructions usually go too quickly and he has to stop them, going back time and time again. Helpful instructions with well broken up sets of phrases using easy to read words can work well and he can go back to them when he has to remember how to do a particular task.

2.3.7 Jonathan: A Therapist with Dyscalculia

Problem:It says there is a meeting at 15.34 UTH. Now is lunch time. Did I miss it?

Works well:There is a line marker showing what time of day it is now, so I can see the meeting is soon.

Jonathan is a massage therapist with dyscalculia. For Jonathan numbers are a foreign language. He can add simple numbers with his fingers and cope with very basic sums. However, he has particular difficulty with numbers that have a series of zeros and their relationship to each other such as 10, 100, 1000 etc. He finds complex calculations, symbols and mathematical concepts are very problematic.

Scenario 1: Coping with Quantities when Shopping Online

Jonathan struggles with the actual value of products, purchasing the correct quantities, for example when buying food at the supermarket and often orders far too much or too little when using online shopping carts. He has found it is much more helpful to have symbols representing the proportional size of items per price or to have a warning when he has ordered an item that might be very large and therefore costly. He saves shopping lists that have been successful and where the amounts have been correct so that he can re-use the lists on other occasions. His bank has helped by adding restrictions on the amount he can spend whether online or using his mobile phone. This can be annoying, but has stopped him from overdrawing his account.

Scenario 2: Remembering Pin Numbers and Passwords

The use of pin numbers and passwords that insist on including a number has always been an issue and most of the time Jonathan uses a secure password application when online. When it comes to the number on the back of his credit card (Card Verification Code) that is always required at the end of a payment exercise, he has to look it up each time, though autofill has helped with completing the rest of the form. Jonathan made sure that what he originally entered and saved in his browser was correct. Too many times he has had to retrace his steps due to typos and not seeing that the entry was incorrect. When he has to return to the form to make corrections, he finds it essential that the corrections needed are clearly highlighted and the instructions provided are helpful. He also feels that it is important that the data he entered previously has not been lost, as the more often he types in numbers etc. the more likely he is to make mistakes.

Scenario 3: Using Spreadsheets Shared with Colleagues

At work, there are times when Jonathan has to share a spreadsheet with a colleague to ensure that the group’s accounts are in order, suppliers have been correctly invoiced and fees collected. The mass of numbers affects Jonathan’s ability to concentrate on the various areas on the spreadsheet. He has found that it helps to use color coding, increased spacing and larger font sizes in order to pick out the various elements. He uses a tool for recording his hours where he can press start and stop to see how long he has worked without using maths but he is not confident to add hours worked to the spreadsheet himself. He wishes it was integrated into the work spreadsheet. Jonathan will often use the comment feature to add something that he feels his colleague need to check, rather than making the correction to the spreadsheet himself.
If the document is saved as a PDF or presented in another format, Jonathan insists that it is easy to use with his text-to-speech program which helps him to check how the numbers need to be said and that he can annotate the contents when using his tablet. This is especially important if he is presenting numbers at a meeting.

2.3.8 Maria: A User who has Memory Loss

Problem:When there are lots of buttons or menu items I often make mistakes and press the wrong ones and end up getting frustrated and wasting time.

Works well:I like websites that allow me to work through a series of instructions and edit boxes one after the other with clear buttons moving me to the next stage.

Maria is 50 years old, married, and lives with her family in Madrid, Spain. Maria is beginning to lose her memory but still works part-time for a local company.

Scenario 1: Finding Key Information on Dynamic Websites

Maria needs to gather specific types of online information for her job. She often has to run through reports about the company on the company’s website. She is only able to easily read the headlines of web pages. The company’s website looks fancy, has a modern user interface and a lot of dynamic elements that change when you hover the mouse over them. For Maria this site is a total nightmare! She finally finds the link to the data she needs as it appears when she happens to hover over a certain menu item with her mouse. The link is positioned in such a bad place that she did not notice it at first. She has found that it really helps if important interactive items are placed in the usual menu areas on a screen and the icons are clearly defined and easily recognizable.

Scenario 2: Remembering Information Entered During a Previous Step

While ordering business cards (a multi-step process), Maria has difficulty remembering information that she enters into previous screens. On the first step she sees content choices that the process expects her to remember in subsequent screens. Additionally, the prolonged mental stress that she experiences while navigating processes inhibits her brain from producing the cells necessary to form new memories. Processes that require her to remember information from one step to another need to provide her access to any previously provided information that is required to proceed, at the exact point of use that is required, otherwise she will not be able to complete the process.

Scenario 3: Pressing the Correct Button

Maria has bad eye hand coordination, so precise movements are hard and she often touches the wrong button on her small phone screen. This means she often presses the wrong button or digit when typing on her small phone screen. With her low letter recognition this makes typing in codes or text very unreliable. She confuses left and right so she is often pressing the off button in place of the volume. In most interactions on her phone she makes some form of mistake, such as loading a new video when she intended to expand the screen of the window she was watching. To use an application successfully it needs to have a consistent back function.

2.3.9 Sam: A Librarian who had a Stroke and Aphasia

Problem:Long sentences are hard, too many strange words and I get lost.

Works well:I like simple short sentences with easy words.

Sam loved his work as a librarian. He had spent his entire life surrounded by books in peaceful places where he could research his love for history. In recent years, he enjoyed using the web to explore how other people around the world saw the history of his own country and the changing views on famous people from the past. Now he was becoming depressed and very frustrated due to a recent stroke. The right side of his body was paralyzed and he had difficulty having conversations with friends and family due to aphasia. To him this meant that some of his words were muddled, his understanding was not always as clear as it had been and worst of all; he could not read as fluently as he had in the past. One handed typing was slow and he found his word finding abilities often failed him.

Scenario 1: Having Well-spaced Text with Words that are Easy to Pick Out

Despite all the difficulties that Sam had with his beloved reading, he was determined to improve and found that if a website had no clutter or background imagery he could read the headings. He also found that if there was adequate spacing and the text was not too complex, he could pick words out and with the help of text-to-speech understand the meaning. He did not like the sound of the synthesized speech, because he found it distracting having always read silently. However, over time, he learnt to enlarge the fonts and if the page had left justified text with uneven right edges, he could find his way about by the different shapes of each paragraph. As he became more confident, he began to use some browser tools and was able to increase the line spacing and change the font style on some of his old favorite online historical documents.

Scenario 2: Using Edit Boxes where the Instructions Disappear

Sam had not expected to have to fill in so many online forms in order to receive benefits due to his disability. They caused immense frustration and feelings of self-doubt due to their lack of clarity. Every time he had to fill in an edit box, the instructions disappeared the minute he began to type and he could not remember what was required. He often had to refresh the page and start again to see the label in the box. Sam spent so long on the task that the page would time out. He had to print it out and get help. This was really upsetting as he wanted to be independent and it often reduced him to tears. This was very unlike him, but as the doctor explained, this was linked to his stroke. He also found it very frustrating when a form required a particular way of formatting information with no example as to how to complete the action. Worse still was when the error was not clearly explained, making correction even harder. Dates, postal codes and phone numbers are a particular nightmare.

Scenario 3: Trying to Activate Elements that have been Mis-recognized

The effects of aphasia with acquired dyslexia can be exhausting and confusing but most worrying for Sam was the sense of getting lost on a web page that he thought he knew. He admitted to being nervous when he could not pick out elements in a page that required an interaction. Sometimes he said he did not dare click on a button in case he did something wrong or was sent to somewhere without warning. Sam found this aspect of his web surfing very alarming, as in the past he had been able to navigate with ease. He discovered that the edges of shapes did not appear as clear as they should have been when people use pale greys and he missed links unless expressly highlighted. If a pop-up window suddenly appeared, there were times when he could not close it to return to the page. Small crosses became a nightmare and Sam stressed that the more things happened on a page, the more confused he became. He mentioned the fact that some sites were easier on his tablet as then it all seemed to flow one way and he could just scroll up and down until he felt happy with a decision.

Scenario 4: Coping with Complex Language

When text was written in the passive voice or in an academic manner with long complex words Sam struggled to sometimes understand their meaning even if they were in context. He also found, if he was required to use the same type of language in a form, that he had to copy the words as he could not always spell them and at times he used the wrong word. When he was able to use an app that enabled the text to be read aloud, he could cope if the language was clear and the sentences were kept short. He liked articles that were written in the active tense so he could understand the main ideas straight away.

2.3.10 Tom: A Traumatic Brain Injury Survivor

Problem:I got lost making the order and I wanted to go back to the previous step. I hit the back key in the browser and it reloaded the home page. I had to start over.

Works well:There was a clear back button on each step and when I used the browser back button it also worked.

Tom was involved in a very serious car crash that left him with some physical, sensory and cognitive disabilities having sustained a brain injury. He has returned to work, but often finds communications strained due to difficulties with memory recollection and visual understanding.

Tom had to learn how to walk, talk, and basically live life all over again. Medical experts informed him that his greatest chances for recovery would take place within the first 2 years after his injury. After that he may continue to recover, but at a much slower, and incremental rate. His friends and family were amazed by how quickly he regained his ability to speak, and perform his daily life functions. They were perplexed, however, by all of the cognitive difficulties he expressed having, despite his clear ability to articulate and communicate. For example, he often cannot recognize images and faces. He gets disorientated in physical spaces and often gets lost in rooms, as well as buildings, larger places, documents and websites.

He has now returned to his old company as a researcher and is back using applications and the Internet throughout his working day.

Scenario 1: Using Speech Recognition to Navigate the Web

Tom has dexterity difficulties so he sometimes uses speech recognition to work through web pages and enter text. He finds this method the least tiring of all the possible input options. Although his speech is slow, he is able to control his computer using speech commands and dictation. It is quite easy to use simple commands to control websites, although there are times when he forgets some of the commands and has to use his cheat sheet. Tom likes the scroll commands that allow him to read slowly down a page without using any other input device and he can often retrace his steps as he has to reread items. However, there can be problems if the forms on the website are not labeled correctly or if buttons do not have clear names. Tom had help personalizing some aspects of form completion, but if an element is inaccessible via the keyboard, he has to use the mouse grid to interact with that part of the site. This is a slow process and can be frustrating as Tom finds he loses concentration.

Scenario 2: Finding the Right Words to Use for Searching

Tom finds there are times when he spells words incorrectly and he appreciates error corrections or a system that accepts mistakes. He also has word finding problems when he is tired and he welcomes search suggestions,as these are ideas that might be related to his search. However, too many results can cause concern and Tom admits he really cannot work his way through very long lists that have not been broken up with headings and categories.

Scenario 3: Being Confident that he Understands the Content

Tom has difficulty understanding content when it is not explicitly clear, and without any ambiguity whatsoever. He takes a notably longer amount of time to read and process information in order to be certain that he is interpreting it correctly. His interpretation of information is almost always correct, but even the slightest bit of ambiguity, or open interpretation creates sticking points that he must read over and over again, and question every which way until he can assure himself with the confidence that he understands it correctly. Examples and clear step-by-step instructions can help him have the confidence to complete his task. Simple, clear memorable graphics or large indicators of steps in a process can increase Tom’s understanding,confidence and orientation in a process.

Scenario 4: Understanding where Information is in a Hierarchical Structure

Tom tries to understand the outline of the page and site, so that he does not get lost in the content. Sometimes he dives into the website but then he does not know where he is in the content or task. Clear and consistent headings in a hierarchical structure are needed for Tom to understand the level of importance of content and a clear site structure lets him orientate himself in the site.

He values simple, clear graphics that relate to the content and break it up. These help him orient as well as understand and remember the content. This also includes the following user needs.: Symbols that emphasize the structure and role of the content or an image that accompanies the main text and makes it memorable.

Scenario 5: Cognitive Overload

Complex presentations of information (images, diagrams, content heavy web pages, etc) overload Tom’s cognitive functioning. This shuts his brain down and prevents him from progressing through processes, navigating, systems, and environments, and understanding the information presented, at both the micro and macro level.

Liberal use of white space can decrease the cognitive load where there is a considerable amount of content on one page.

2.4 User Stories

User needs for people with learning and cognitive disabilities (COGA)
are often important for other users. However, for COGA groups they often
make the difference between being able to use the site or not be able to
use it at all.

2.4.1 Objective 1: Help Users Understand What Things are and How to Use Them

User Story: Clear Purpose

As a user with a memory impairment, attention impairment and/or executive function impairment, I need to know the purpose of the content so that I know if I am in the right place, and what I am doing even if I lose focus for a time.

This also includes the following user needs.:

I know what the website offers, or if I should move on

I know what features and content are on this page or if I should move on

I always recognize where I am in the architecture of the website, application or multi-step process, even after I get distracted

I know the relationship between this page and the site/task, even after I get distracted

I can easily see the context and purpose of the page

In videos and multimedia: I know what is going to be in the video, I can jump to the content I need, and I can restore context if I get distracted

User Story: Clear Operation

As a user with a memory impairment and/or executive function impairment, I find it hard to learn new interface design patterns. I need to know what controls are available and how to use them so that the site is usable for me.

This also includes the following user needs.:

I understand my options and the tasks I can perform and I can identify the controls I can interact with in order to complete actions.

I know how to use all the controls and the effects of each action.

I do not try to activate elements that are not controls. Otherwise I just think the site is broken and give up.

Controls do not move unexpectedly as I am using them.

I know the consequence of each action, such as sending information, changing settings, changing the context or closing the application.

2.4.2 Objective 2: Help Users Find What They Need

User Story: Findable

As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time.

I can identify important information and critical functions on a page, quickly and easily.

This also includes the following user needs.:

I can reach important information and the controls I need without scrolling or carrying out other actions. They are not hidden or off screen

I can easily identify content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information

I can get to the feature I need using the minimum number of easy steps

I know the starting point for each specific task, such as applying for a job

I find the design familiar such that user interface elements such as menus, buttons and design components as well as elements common to many websites such as help and search are where I expect them to be and do not move unexpectedly

User Story: Searchable

As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time. I can easily search for what I want.

This also includes the following user needs:

I can find what I have searched for before

I can easily navigate through the menu structure and organization of the site and page

User Story: Clear Navigation

As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time.

The structure and menu categories make sense to me, so that I find what I am looking for, without looking in the wrong place.

This also includes the following user needs:

I can easily understand, navigate and browse both the site and page structure

I can scan the page and understand the priority and structure of the content

2.4.3 Objective 3: Use Clear and Understandable Content

User Story: Clear Language (Written or Audio)

As a user with a language impairment, learning disability and/or a memory impairment, I want the language used to be clear and easy for me to understand so that I can understand the content.

This also includes the following user needs:

I understand the language used including vocabulary, syntax, tense and other aspects of language

I can easily distinguish the content from the background distractions

I need words to include accents, characters and diacritics that are necessary to phonetically read the words. (This is often needed for speech synthesis and phonetic readers in languages like Arabic and Hebrew.)

I do not want unexplained, implied or ambiguous information because I may misunderstand jokes and metaphors.

I want an easy to understand, short summary for long pieces of content or an option for an easy to read version.

I use images, diagrams or video clips to help me understand ideas, more than a lot of words

As a user with complex communication needs that may include a mild language impairment, I want symbols that help me understand the content.

This also includes the following user needs:

I need symbols to help understand essential content, such as controls and section headings

I need symbols that I understand and are familiar to me; recognizable, commonly used symbols (or personalizable)

I need symbols placed above the text to link the meaning of the words with the images.

As a user with a severe language impairment, who has managed to learn a symbol vocabulary, to have symbols on top of each phrase and very simplified language. Of course it is best if I understand the symbols and they are the ones I have learnt (via personalization).

User Story: Media

As a user with weak executive functioning and attention impairments, I want media presented in small chunks of understandable content, so I can understand the main points and not lose focus.

This also includes the following user needs:

I can easily navigate to what I want, take breaks and easily jump back a step if I do not follow or get distracted, when I am using small segments of multimedia that have navigable text or labels that describes the segment.

I understand plain language used in the media

I can use a clear structure to help me navigate and understand different parts of the media

I can use visual aids and pictures to help me understand the media content

2.4.4 Objective 4: Help Users Avoid Mistakes or Correct Them

User Story: Assistance and Support

As a user who has difficulty with organization (executive functioning), typing, and putting letters and numbers in the right order, I want an interface that helps me avoid making mistakes, complete forms and other similar tasks successfully.

This also includes the following user needs:

I want an interface that makes mistakes less likely by helping me avoid mistakes, as well as minimize the mistakes I might make

I want to enter as little information as possible, so the task is more manageable

I want an interface to provide only valid options, so I can select the ones I want

I want long numbers that often have spaces, like credit card numbers, divided into chunks. That way I find it easier to check it.

I want inputs to accept different formats and not mark them as mistakes

I want interfaces to use metrics I know, and that are common in my location (such as feet or meters) or I get confused. I do not always know what metric they are talking about or notice the number looks wrong.

I want to use applications or APIs that help me, such as remembering my information so I do not need to enter it again and have help with my spelling.

I want clear labels, step-by-step instructions and clear error messages, so I know exactly what to do.

I want examples that make it easy to understand what I need to do

I want clear and simple explanations of options or choices to help me know what they mean.

I want help managing my time, such as letting me know how long a task will take.

I do not want a session to time out while I try to find the information needed, such as my postal/zip code or social security number.

I want to save my work as I go or be sure all my work is saved automatically. I do not want to have to start over again, which can create a cycle of reentering my data; this makes me tire easily and more likely to make mistakes.

I want support to manage the task such as letting me know what information I will need (credit card, full address etc) before I start.

2.4.5 Objective 5: Help Users to Maintain Focus

User Story: Distractions

As a user with an attention impairment and weak memory, I need to be able to avoid distraction and restore the context after I lose focus and come back to the task, so that I can complete the task I am trying to do.

This also includes the following user needs:

I do not want distractions from my task.

If there are distractions, I must be able to easily turn them off

As a user that needs help to stay focused, I need help with knowing where a task starts and finishes to help with switching attention so that I can focus on the task.

This also includes the following user needs:

I need to know the context, where I am, what I just did, or what just happened to me after I lost focus and then needed to come back to the task.

As a user with poor short-term memory, I need to be able to go back or see information about where I am in a site so I can re-orientate myself.

As a user who gets disoriented, I want to know where I am in a process, including what I have done and what my next step will be.

User Story: Voice Menus

As a user who has memory impairments and weak language processing skills, I want to get human help, without going through a complex VoiceXML menu system and complex voice recognition menu system that relies on memory and executive function, so I can set an appointment or find out some information.

This also includes the following user needs:

If I get stuck I want to be able to find a human by pressing a reserved digit (typically the number 0)

I need simple-to-navigate voice-menu systems with limited options that make sense to me, so I don’t have to struggle with multiple steps

I need the option to be said before the number to select, so I do not have to remember the number while processing the words

As a user with low cognitive processing speed, I want pauses between each option so I can process what was said

As a slow speaker I want the system to wait for my response

I want it to be simple, to go back every time I make a mistake, without having to start at the beginning

I want the best practice for usability to be followed

As a user who has weak executive function, I need a process to get help to be simple, and not multi-step

I do not want to waste my energy while I struggle to understand other material, such as special offers or promotions

As a user with weak language skills I need help identifying the right words to say in a voice menu and the words should be the ones I would use

As a user who struggles with multiple steps, I need to identify relevant options quickly.

User Story: Support

As a user who often cannot use a website I sometimes need in-page and inline support so that I am able to use the content.

This also includes the following user needs:

As a user who struggles with text and words, help and support should include symbols or enable me to personalize using my own

As a user who struggles with text and words, help and main content should be clearly differentiated so I do not confuse them

As a user who struggles with text and words, I need contextually-relevant graphs and pictures to supplement text so I can understand a point without a lot of reading. For example, I find graphs much easier to understand than the same information in an article or academic paper

As a user who struggles with text and words, I need speech support, with synchronized highlighting, so I can follow as I go

As a user who struggles with web content, I need rapid feedback or visual cues to indicate an event was successfully triggered. For example, I need to know when an email has been sent, otherwise it looks as if it has just disappeared

I need reminders integrated into my calendar, otherwise I will forget appointments and when I am meant to do things. Sometimes I need reminders to revisit a web site to complete the next task

As a user with an attention disorder, too many reminders distract me. I need to be able to control when reminders are sent, the frequency and type of reminders.

User Story: Task Management

As a user who struggles using web content due to executive function impairment and/or struggle with numerical concepts, I want to be confident that I can manage my tasks.

This also includes the following user needs:

Explanations for unusual controls in a form I find easy to use (such as a video or text)

Support and explanations for any choices. The advantages or disadvantages are clear to me and I understand the effects of the choice I might make. For example, when choosing a cheaper airline ticket you often have to pay for a meal.

I know how to start a task, and what is involved such as:

the steps involved;

a time estimate and any time limits;

and any materials I may need (such as a credit card number, passport number, questions that authenticate login such as “your mother’s maiden name”).

There is support and instructions that I understand to help me organize the time and steps

Any limitations are clear to me before I begin

I can turn off any distractions during a task, and help is available at any point

2.4.8 Objective 8: Support Adaptation and Personalization

User Story: Adapt

As a user with short and medium term memory impairment and weak executive function I need a familiar interface so that I do not need to figure out and remember new interfaces. This may take a few weeks of repetition and I may not manage to learn it all if I have a condition affecting learning new things, such as dementia.

This also includes the following user needs:

A version of the interface that is familiar to me, that I recognize and know what will happen

Controls that are consistently positioned on the screen where I expect them to be

Content delivered in an easy to understand language or an easy-to-understand mode

Alternatives to spoken and written language such as icons, symbols or pictures

The need for personalized or recognizable symbols or pictures as learning new ones takes a long time

Words and speech to text to support the use of symbols and pictures where they are not easily recognizable

Video and pictures that help me understand the content without so much reading of text

Additional support features from widgets or extensions. For example, I have an extension that helps me correctly enter words, grammar and use punctuation as well as read the page to me.

Easy to use gestures on a touch screen or the possibility of alternative access

Ways of expressing ideas without so many words, such as using speech recognition or pictures (I have a program, where I select a word and it gives me a picture)

More white space can be added between lines, sentences, phrases and chunks

Alternatives to the presentation of mathematical concepts

The ability to select the content format or version of the content that is easiest for me to understand

Content without extra options and features as sometimes I cannot function at all when there is too much cognitive overload

3. Designing for Everyone

3.1 Design Objectives

To help web content providers meet the needs of people with cognitive and learning disabilities we have identified the following objectives:

Help users understand what things are and how to use them. This often involves using things that are familiar to the user so that they do not have to learn new symbols, terms or design patterns. People with cognitive disabilities often need predictable behaviour and design patterns. For example, they may know the standard convention for hyperlinks (underlined and blue for unvisited; purple for visited). Using clear headings, boundaries and regions also help let people understand the page design. See the design guide for an understandable interface.

Help users avoid mistakes or correct them. A good design and use of scripts will make errors less likely, but when they do occur the user should know how to correct them, without having start from the beginning. See the design guide for errors.

Help users to maintain focus. Avoid distracting the user from their task. If they do get distracted, headings and breadcrumbs can help orientate the user and help the user restore the context when it is lost. (Making breadcrumbs clickable can also help the user undo mistakes.) See the design guide for focus.

Ensure processes do not rely on memory. Avoid barriers that stop people with cognitive disabilities from using content. This includes long passwords to log in and voice menus that involve remembering a specific number or term. Make sure there is an easier way option for people who need it. See the design guide for barriers.

Provide help and support. Graphics, summaries of long documents, adding icons to headings and links are all examples of extra help and support. Feedback must be usable by everyone. If users have difficulty sending feedback then you will not know if they are able to use the content or when they are experiencing problems. See the design guide for support.

Support adaptation and personalization. People with cognitive disabilities are often using add-ons or extensions as assistive technology. Sometimes, extra support which we can provide with minimal effort from the user via personalization that allows the user to select preferred options from a set of alternatives. Support personalization when you can. Do not disable add-ons and extensions!See the design guide for personalization.

3.2 Design Guide

3.2.1 Introduction

Making websites and applications friendly for people with
cognitive and learning disabilities affects every part of design and development.

Accessibility has traditionally focused on the making the user interface
usable for people with sensory and physical impairments in vision,
hearing and/or mobility. Some accessibility features that help these user groups also help people
with cognitive impairments. People with
cognitive and learning disabilities also need improvements to context, language, usability, and other
more general factors that impact everyone to some degree. As a result,
they do not fit well into traditional accessibility standards.

This document provides assistance making websites and
applications friendly for people with cognitive and learning disabilities by
providing you with guidance for your designs and design process.

This guide is divided into design themes. Each theme includes user stories, testing
methodologies, and design checkpoints. Just understanding the
themes and user stories may help you make your content more accessible to some
users with cognitive and learning disabilities. Please see the section on user
testing for guidance on how to perform COGA user testing.

Editor's note

Please note this document is not the final draft. We are still working
on harmonizing the content and the internal consistency of the terms
and style. The task force also intends to redo the tables to make them
consistent with the design patterns (such as in 5.1 and 6.1). In
addition, design patterns 2.8, 2.9, 2.6 and 2.10 2.13 and 5.3 and 5.6
need to be checked for overlap. In addition, we are exploring the
addition of these sections:

Items for further research;

Data driven systems - gathering and analyzing user feedback and
data;

Special applications such as sections on GPS systems, conversational
interfaces.

Comments and feedback are most welcome.

3.2.2
Objective: Help Users Understand What Things are and How to Use Them

Not everyone finds learning new things easy, and not everyone can
remember new designs. To use a site or application, people need to know what all
controls and element are on each page and how to use them. Fewer people can use
sites and applications that require users to figure out how to use controls or interact with the page.

Many users, including users with mild cognitive impairment or dementia, cannot easily learn new design metaphors or remember things
they learned. Without these skills, it can be much harder or impossible to find what
they need, work out what controls do and how to use them.

Many users can be overwhelmed by too many options or too much
information. If an individual's reading is slow, then too much
information without structure and organization will make it difficult or impossible to use
the site.

Using familiar design patterns, terms and symbols is key to
helping users who struggle to remember new
symbols and design. Users need the following to be familiar:

Element location: Place elements in expected locations. For example,
people may look for the search on the top right hand corner of a page.
If it is somewhere else, it will be hard to find.

Symbols: Use familiar symbols. For example, people may look for a
question mark for help. If you use a different symbol, fewer people
will find help.

Text: Use familiar terms. For example, some people have a limited
vocabulary. Uncommon terms may cause them difficulty.

Getting help: Always make it easy to find help.

Personalization can be extremely useful for designers who want to offer
familiarity and flexibility. Familiarity helps users with cognitive and
learning disabilities but is often based on the needs of the individual
user. Personalization allows users to customize their interface, which
is important as what is familiar for one user may not be familiar to
another.

3.2.2.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Test for the following but set up the tests so that the user
demonstrates their knowledge and understanding rather than answers a
simple question:

Does the user know what the page is about?

Does the user know what actions they can take on a page?

Does the user know where they are in a website, an application or a
multi-step process?

Can the user easily find the different sections of content?

Identify the different activities that the user may want to complete
on the page:

3.2.2.2 Pattern: Make the Purpose of Your Page Clear

User Need

Description

Use a clear title or heading that summarizes the purpose of a page, or
other clear signposts that have been tested by users with cognitive
disabilities.

3.2.2.2.1 How it Helps

This helps many people, including those with poor memory and
attention as well as anyone who is easily distracted due to
age-appropriate forgetfulness and Attention-Deficit/Hyperactivity
Disorder.

For example, someone with mild dementia is using online shopping.
They get distracted and then when they look at the screen again they
have forgotten what they were doing. A clear heading at the top of
each page shows clearly
what the page is about and what they are doing.

In another example, a user with Attention-Deficit/Hyperactivity
Disorder is looking for information in a video. They can tell by the video title that this video is has the information they need.

3.2.2.2.2 More Details

Headings need to clarify the purpose of this specific page.

When possible, provide information to help users understand how they got to the page. For example: breadcrumbs, clearly indicated on main navigation, highlighting currently selected tab, etc.)

3.2.2.2.3 Examples

Success example: Headings tell me exactly where I
am.

Failure example:

Headings do not clarify the steps in a form;

Service not available... what service? I have to remember what I
was doing to know what service this is about.

3.2.2.2.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.2.3 Pattern: Make Each Step Clear

User Need

Description

In a multi-step process, clearly indicate the steps completed, the
current step and the steps pending.
Make it clear what the user did to reach the current step, including important choices.

Make sure the current location and progress within a sequence is
clear.

3.2.2.3.1 How it Helps

Clearly indicating the current location and progress helps a user
who loses focus or gets distracted reorient to their current
activity without reading a great deal of content or restarting.
Providing information about the steps that need to be completed
ensures that a user who may find a process difficult to complete can
determine if they can successfully finish.

Examples include:

someone with dementia loses focus and then cannot remember what
they were doing;

someone with an attention disability gets distracted and then
needs to pick up where they left off;

someone with a learning disability is not sure if this application
has too many steps and if they will manage. By seeing they are
half-way through they can gauge if they can cope with the entire
process.

3.2.2.3.2 Examples

Success example: Using breadcrumbs to indicate the
current steps in the process, important choices, as well as past and future steps.

Failure example: Completed steps and choices the user has made are hard to find without relying on memory (example: hidden behind accordions or a previous page).

3.2.2.3.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.2.4
Pattern: Clearly Identify Controls and Their Use

User Need

Description

Use a clear and recognizable design for controls. Make it clear what controls are and how to use them.

Use a clear design for controls by:

Using a common style on controls (for example: links being
underlined);

Using common design pattern on links and controls (for example:
clicking on a link takes you to the page);

Making all the borders of controls clear other than textual links
(for example: a help icon has a border);

Ensuring items that are not clickable do not look like links or
controls.

When this is not possible, provide instructions that explain their
use. Instructions should be on the same page or one click away and
written in plain language.

3.2.2.4.1 How it Helps

Using common style and design pattern on controls makes it easier to
recognize and understand how to use it. Controls are parts of web
pages that do something, e.g. a link, button, checkbox. The goal of
these controls is to have someone use them. For example, an older
user with age appropriate forgetfulness takes longer to learn new
designs. They go to an ecommerce site has boxes around the headers
(such as "womens" or "sale") and simple large text for the "add to
cart" button. They click on the headings and not on the add to cart.
After a few failures they assume they cannot manage it and leave the
site.

Some users have trouble when controls have a different look, color
or shape than they have used before. For example, when links do not
have underlines and blue or purple text (even if this appears with
focus) some users will not know there is a link.

If you have difficulty with memory, it can be harder to use unique
controls. It may be slower to find them on the page. And even if
they work just a little differently than similar ones, some may need
to relearn how to use them each time they need to use them.

Using typical controls on the page will help people know how to use
them. When using more unique controls, include easy to follow
instructions and make them easy to find. Regardless of how a user
uses the page (vision, auditory, voice input) it should be easy to
identify, understand and use the controls.

If you are designing a new control, make them easy to identify (I
know they are there), understand (I know what they do), and use (I
know how to use them). Test with people with different cognitive and
learning disabilities. Use a simple style or have easy to follow
instructions that explain their use.

3.2.2.4.2 Examples

Success example:

Links with an underline and/or blue text color (or purple for
already visited links), or both clearly identify links. Once a color
is selected to be the primary link text color, other text on the
page does not use this.

Failure example:

Links without an underline or usual blue text color (or purple for
already visited links), even those that become clear when they
receive focus are more difficult to use. Some users may not know
they are there.

3.2.2.4.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.2.5
Pattern: Ensure Controls and Content Do Not Move Unexpectedly

User Need

Description

Make sure controls and content remain in place and do not move, unless the user initiates the movement.

3.2.2.5.1 How it Helps

Sometimes users are about to press a control and the control moves. As a result, users with slow hand-eye coordination and
processing speed may hit the wrong control causing an unwanted action and
disorientation. For example, a user prepares to press a button on a video. The orientation changes to landscape and the control moves.
Because the user has slow eye tracking or hand-eye coordination, they end up pressing a link to a new video.

Shifting controls and content also can cause cognitive overload and increase mental fatigue.
For example, as a user with Traumatic Brain Injury reads content, the content refreshes
and an additional article appears above the current content. The article the user is reading moves down. The user becomes disoriented
and the application becomes very hard to use or understand.

3.2.2.5.2 More Details

Controls moving unexpectedly includes:

Links in a list shifting positions

Orientation changes

Slow loading of a page that the user thinks is complete

Note that if controls shift because of an action the user, and the user will not be trying to activate a moving control,
it is usually not problematic. For example, form controls shift down while a user types text into a text box above the controls or when the user expands a section.

3.2.2.5.3 Examples

Success example:

A loading icon is visible while the page is loading. After the content is finished loading the loading icon is removed and the content stays in the same place.

Failure example:

The user is about to select a phone number to call. As the user is about to touch the phone number, it shifts down. The user presses the wrong phone number and calls the wrong person.

3.2.2.6 Pattern: Make the Relationship Clear Between Controls and What They Affect

User Need

Description

When controls affect a part of the content, the relationship between controls and affected content should be completely clear and unambiguous.

This can be achieved through:

Visually grouping controls with the content they relate to and/or including controls within the region they affect;

Using clear dividers and/or white space between region in a page that may have separate controls or a scroll bar;

Avoiding multiple or nested scrolling areas;

3.2.2.6.1 How it Helps

Controls that affect only one section of a page is confusing. Many users will look again at the content, try and work out what they are supposed to do, and discover the correct controls or scrollbar. However, many people with cognitive or learning disabilities will not be able to work out what they did incorrectly. Others will feel cognitive overload, and will give up as a result. They may assume the application is broken, or that it is just too complicated for them. For all of these users, the application will not be usable.

Having a border or other visual cue around the controls and the relevant page section make it more understandable. If the controls cannot be next to the area they affect, check with user testing that the users with cognitive and learning disabilities find all the page relationships clear and immediately know how to use the controls.

This helps people with cognitive disabilities that impact problem solving skills, those that get overwhelmed when presented with a lot of text, and those with difficulties with more complicated tasks. This can include some individuals with early stages of dementia, people who have had a concussion or a stroke, people with intellectual disabilities, and others. Those impacted may not complete tasks, miss key information, and not return to pages that are complicated to use and understand.

Do not have two scroll bars close together. Some users may find it difficult to determine which one to use with a particular section of content. Instead, use clear visual layout and placement of the scroll bars, break the content into two separate pages, or consider removing unnecessary information from the page.

For example, consider a user living with dementia trying to work out which scrollbar to use if there are more than one embedded in scrollable regions. When they try the wrong scrollbar, they do not get the effect they desire and their content may seem to disappear. If a website has 2 scrollbars; each operates a different section. When users try the wrong scroll bar, they do not get the effect they desire.

3.2.2.6.2 More Details

Separating Interactive Elements - Place interactive elements like scroll bars and buttons close to the content they can impact. Also, keep interactive elements further from content to which they do not apply. This makes it easier to identify which elements will impact each section of content.

Examples of clear dividers include high contrast borders or white space. A change in background color can be a clear divider if the contrast is strong enough.

Sometimes the structure and relationships can be made clear through personalization or user agents and good use of semantics in the code (see WCAG 2.0 SC 1.3.1).

Pages with scroll bars close together that impact different content areas.

3.2.2.6.3 Examples

Success examples:

A page includes a scrollbar for one section. The scroll bars look like they are inside the section and there are clear borders around the section so it is clear what content scrolls.

On a library site, a search box for the whole site is located in the upper right of the site’s main navigation. A second search box searches the library catalog. It is located within a section with a clear border, different background color, and a heading “Library Catalog”. The go button reads “search catalog”.

Failure examples:

When scrollbars are embedded in scrollable regions, and it is unclear which scrollbar to use.

The search box relates to one area of a page, and not for another area. It is unclear which area the search is for.

Controls act on one region and it is not clear which areas are acted on.

Multiple nested scrolling regions.

3.2.2.6.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.2.7
Pattern: Use a Design that the User is Likely to Recognize and Understand

User Need

Description

Use common design elements, affordances, and patterns that are
familiar to most users.

3.2.2.7.1 How it Helps

Many users, such as those with mild cognitive impairment or
dementia, cannot easily learn and remember new design metaphors.
Without these skills, it can be much harder or impossible to locate
desired items to interact with, and to know what interactions may
do. Users can feel lost or overwhelmed.

Because common design elements are repeated often over a long period
of use across many sites, users are more likely to recognize the
interactions needed.

3.2.2.7.2 More Details

Common design elements, affordances and patterns include:

Links that look like links and buttons look and act like buttons:

For example, underline links with a standard style throughout
a page;

Links general navigate to a new page;

Buttons general perform an action;

Uses common design patterns, such as are documented in the ARIA
authoring best practices or are used in the most popular sites:

An adaptive user interface design that can be personalized
(see above);

Create a standard Visual Hierarchy - Place elements where the user
is expecting them, such as:

Putting the search in the top right hand corner in a website;

The link to the home page is in the top left hand corner;

Link to ‘contact us’ is in the top navigation;

Link to the site map is in the footer area;

Submit button is at the bottom right for a form;

User interface (design) from a prior version: Allow users to
revert back to a prior version of the application that they are
familiar with.

3.2.2.7.3 Getting Started

When deciding pages, select standard components that look and behave
the way users expect. Use standard conventions for layout such as
the home link in the upper left corner, navigation at the top,
search in the upper right, etc. and create an obvious visual
hierarchy in the page.

3.2.2.7.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.2.8 Pattern: Use a Consistent Visual Design

User Need

I find the design familiar such that user interface elements such as menus, buttons and design components as well as elements common to many websites such as help and search are where I expect them to be and do not move unexpectedly.

Description

Use a consistent visual design across groups of pages.

3.2.2.8.1 How it Helps

Those with difficulty understanding how to interact with information
need to use cues like color, layout and other visual information to
help them know where to look, what they should do and how they
should complete that task.

For example, an older user with age appropriate forgetfulness takes
a long time to learn new designs. When they come to a site, the
first page takes time to understand, but then they know what to do
on the next page. If the next page is different from the first and
also difficult to learn, they become tired and make more mistakes,
as they move to a third page the cognitive load becomes too much and
they cannot complete the task. This pattern helps by:

Ensuring a consistent user experience by providing familiarity and
building confidence;

3.2.2.9 Pattern: Use Symbols that Help the User

User Need

Description

Add familiar symbols (icons, images and pictographs) to important content such as controls and section headings.
Each symbol should convey a single meaning and be adjacent to the content it relates to.

3.2.2.9.1 How it Helps

People who have language comprehension difficulties who may be able
to mechanically read but not understand the content or those who
have learning and/or reading difficulties may rely on symbols to
understand content and navigate to content they need.
Symbols also help people who struggle with language and attention to navigate content, including media.

For example, a person with aphasia, has the intellectual ability to
understand concepts, but struggles with language. They may be
dependent on the use of symbols to browse pages for information.

It can also help the elderly population who can find cluttered pages
with dense text hard to read on a screen. Clear symbols and images
that act as signposts to the text content can be very helpful.

3.2.3.2 Pattern: Ensure the Hierarchy of the Site and Menu Structure is Logical, Easy to Identify and Navigate

User Need

Description

It is easy to understand and use the site hierarchy and the overall menu structure. Sub-menu items are clearly associated with the main menu items under
which they fall.
It is easy to know that sub-menu items are there and how to get to
them. Users should be able to easily identify:

The site organization,

The menu and content structure,

That there are sub-menus and, if there are,

How to reach sub-menu items.

3.2.3.2.1 How it Helps

Confusion can occur when visual hierarchy of information is not
immediately apparent to the user. Distinction between levels in
content hierarchy may be difficult to understand or perceive due to
minimal type size or type weight differences or color differences
that are not easily perceived or understood. Furthermore, hierarchy
solely dependent on small unique design elements may create
confusion.

For example, a drop down accordion menu of additional sub-menu items
may not be viewable without understanding it needs to be clicked (or
‘rolled over’) as indicated by a small unique design element.

When opening a web page for the first time, the sub-menus are
typically collapsed and their design may make it difficult to even
know that they are there. Some users with cognitive disabilities may
not guess that they are present, or after seeing one expand by
accident, may not generalize that this structure may be present for
other items in a menu. Making it easy to notice that there are
sub-menu items ensures the user can use this part of your site. An
example is a menu without any visual indication that there are
sub-menu items.

There are times where how to open the sub-menu item may not be easy
for some with cognitive disabilities. If the control to expand a
menu item relies on a particular gesture or way of rolling over the
area with a mouse, for example, the end user may not figure out how
to expand the sub-menu and may abandon the task. An example would be
a menu that expands only after moving the mouse over a particular
side of the menu text.

3.2.3.2.2 More Details

Small design elements that indicate sub-menu items will be presented
that aren’t always readily apparent or meaningful to the user and
not universally adopted.

Examples include a chevron (triangle). In different designs it can
be either left facing right facing, up facing or down facing
depending on state and the unique design standard affecting
interpretation of state.

Confusion can occur when a right facing chevron can indicate that
more information will be presented on the current page when clicked
or it may mean that information is currently being presented, or it
may indicate that it takes the user to a new page. Consistent and
general best practices should be used to make it understandable to
the user.

Furthermore, a series of these nested elements on a long page can
create visual hierarchy confusion if dependent solely on
interpretation of design elements.

3.2.3.2.3 Getting Started

Create a visually clear hierarchy of in-line information in either a
revealed or hidden state. Clearly indicate when text is hidden or
when it can be hidden or revealed.

3.2.3.2.4 Examples

An example of consistent “+” sign to show that additional
information will be shown when pressed.

Success example:

The presence of sub-menu items is easy to find because there are
triangles next to their menu items.

Failure example:

No visual indication of sub-menu items is next to the menu item.
The only way to discover the presence of the sub-menu item if
using a mouse is to move the mouse over the location of the
sub-menu item;

Expanding to view the sub-menu items requires interaction by mouse
with a specific area of the menu item, and this area is not
visually distinguished.

3.2.3.2.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.3.3 Pattern: Use a Clear and Understandable Page Structure

User Need

Description

The structure and hierarchy of the page must be easy to follow. Often this involves:

Dividing your page content into logical regions and sections;

Using clear dividers between different sections in a page such as call out boxes, navigation bars, and advertisements. Note that controls and scrolls should be clearly and uniquely identified with the region they affect.

Providing clear headings and visual cues that indicate the purpose of the sections;

Making the relationship between different parts of the page clear. Use visual indicators to help people identify:

Structure and priority of the page content;

Items that are associated with each other;

Items that have a different purpose to surrounding information

How it Helps

By creating clear layouts, with easy to use controls, users can focus on the task instead of spending time figuring out how to use the controls and information. They easily find key information, and are more likely to return to the page. Clear layout helps people with cognitive and learning disabilities that impact problem solving skills, get overwhelmed when presented with a lot of text, impact problem solving skills, those that and those with difficulties with more complicated tasks

Some people with disabilities need a clear layout to help them know how to use the information. When structure and relationships are unclear, users may need to experiment with different layouts and structures until they work out how to use them. However, people with cognitive disabilities may not be able to do so, and may not be able to use the content or application. Those impacted may not complete tasks, miss key information, and not return to pages that are complicated to use and understand.

A Good Structure

A clear organization of content into pages and sections with obvious purpose allows users to more easily locate relevant sections and to be confident that those they read in detail will match their purposes. Each page or section of content should be organized and marked so that its purpose is obvious. This might be through the use of visual cues, headings or labels or even a pyramid style of writing. Sometimes symbols (with alt text) can be used to make the sections purpose clear.

Content that is not directly relevant to the main purpose of a page should be distinctly separated and programmatically determinable. There should be no need to read all the content in case something important is missed. For example, ads that appear in-line in a section of content are rarely related to the purpose of a section and can be placed in a separate delimited section.

Visual Cues

People who have difficulty with recognizing or comprehending written language, having difficulties with concentration or memory can find it easier to process graphical cues.

Visual of grouping of information is based on the psychological principle of Common Regions. It has been found that the grouping information using a border or color shading makes it easier for people to identify groups, even if the content of the group is not similar.

Figures: Example of the Common Regions grouping principle.

These graphical indicators allow people to identify structure and information types without reading text or have problems distinguishing groups of information. Using the graphical indicators consistently to indicate similar types of items aids with navigating content and reduces the cognitive load. Note that symbols are also helpful visual indicators.

Note that controls that affect only one section of a page can be confusing. Having a border around the controls and the relevant page section is helpful. If the controls cannot be next to the area they affect, check with user testing that the users find all the page relationships clear and immediately know how to use the controls.

For multimedia, each section should have a clear and descriptive heading. The user should be able to jump to each section.

Example 1: Chunks of content run into each other with a "flat design". Whereas some users can work out which chunks belong together, many users with cognitive disabilities will find it challenging or impossible. Thus, all the benefits of chunking content are lost.

Example 2: An elementary school publishes a weekly newsletter with interesting stories about activities and important announcements. Important announcements include early school dismissal. If the newsletter has a good heading structure, it will be easier for a parent who is a slow reader to find the important announcements about early school dismissal. Without a good heading structure, the important early dismissal information can be easily missed.

Examples of how this pattern will help people:

A person with memory issues may need a clear heading structure to stay focused.

Someone with an attention disability gets distracted and then needs to pick up where they left off and headings help.

A slow reader may depend on a heading structure to find important information they need without forcing them to read the whole document.

A user on the autism spectrum can identify graphical indicators and the use of color for grouping content but struggles with the labels and heading text.

A user living with dementia is distracted and then cannot remember what they were doing. The visual cues help them re-orientate themselves on the page.

More Details

Making regions and a good page structure can include:

If pages are dense with content, check that content is grouped and you can see what is related.

Clearly label content categories, and use visual cues and symbols which will be familiar. This will help recognition and retrieval rather than rely on memory of your site.

The heading structure should create an outline of the document that could serve as an abstract of the whole document.

Heading structure and graphical indicators makes the content easier to scan and find more detailed information that a person needs at a moment.

It is also important the graphical indicators do not clutter the interface and are used consistently as that can add an additional cognitive load for users to process. Examples of clear dividers include high contrast borders or white space. A change in background color can be a clear divider if the contrast is strong enough.

Examples of common graphical indicators and visual cues include:

Group summaries of content with images, such as using a card design using colors or white space;

Flag important information, such as using call out boxes;

Indicate different types of information, such as placing quotes in speech bubbles.

Graphical indicators should also be programmatically available to enable assistive technologies to interpret the graphical indicators.

Sometimes the structure and relationships can be made clear through personalization or user agents and good use of semantics in the code (see WCAG 2.0 SC 1.3.1).

Examples

Succcess example:

A site that uses:

Separated Content With a Card Design and Symbols - White space, borders or call outs are used in addition to headings and symbols to help define sections of content. This organizes the information on the page so it is easier to determine layout and find specific information;

Separated Interactive Elements - Place interactive elements like scroll bars and buttons close to the content they can impact. Also, keep interactive elements further from content to which they do not apply. This makes it easier to identify which elements will impact each section of content.

See GOV.UK. for an success example.

Failure examples:

Dense text, with little white space, no call outs, and a lack of visually differentiated headings to define sections;

Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

ETSI 203 350 Guidelines for the design of mobile ICT devices and their related applications for people with cognitive disabilities: 12.4.2, 12.4.16, 12.4.16, 12.4.18, 12.4.21

3.2.3.4 Pattern: Break Media into Chunks

User Need

I like small segments of multimedia that have navigable text or labels that describes the segment so I can easily navigate to what I want, take breaks and easily jump back a step if I do not follow or get distracted.

Description

Divide long pieces of media into segments that are:

logical

short,

labeled, and

easy to reach or jump to.

Provide a logical organization and structure that is easy to navigate.

3.2.3.4.1 How it Helps

Providing shorter logical segments allows a person to find and
review a specific topic. If that person loses concentration or steps
away, clear segmentation allows them to easily find their place in
the material and start again. This is especially important for
educational style content where review is often necessary.

Chunking media also allows for each segment to be given a unique URL
and so easily referenced and shared.

Using a clear, logical structure allows users to orient and navigate through the content easily even if they get distracted.

For example:

Some videos can be naturally organized into chapters or segments

A podcast can be split into segments rather than a single one-hour
recording

3.2.3.4.2 More Details

Six minutes or less: Media should typically be
divided into segments that are 6 minutes or less in duration.

Navigable: Navigation to each media segment, and
a unique, descriptive label must be provided.

Logical order: Navigation to media segments are
presented in a logical order.

Exception: Media that has no logical breaking
points, do not need to be subdivided.

3.2.3.4.3 Examples

Success example: A 30-minute video is divided
into 5 sections, each with a descriptive link to play from that
point onwards.

Failure example: A 30-minute video contains no
subdivisions or descriptions of sections, forcing the user to play
it from the beginning or guess starting locations within the
video.

3.2.3.4.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.3.5
Pattern: Ensure the Most Important Things are Easy to Find

User Need

Description

Design key content to visually stand out and be visible to users without
needing to scroll the page or hover over content. This includes:

Critical tasks and the controls needed to complete them,

Interactions for critical features (e.g. login forms, send buttons), and

Important information (e.g. health warnings or information that can
affect safety).

3.2.3.5.1 How it Helps

People with low executive function, impaired memory, and other
cognitive and learning disabilities may not be able to find features
that require the use of the scroll bar or pointer hovers.

Users who are unfamiliar with the page (or common design patterns)
rely on prominent visual styling aids to locate important
information.

3.2.3.5.2 More Details

The amount of page visible before scrolling is dependent on a wide
range of factors such as physical device size, resolution, pixel
density and device setup.

The size of the visible region will be site specific. Where
possible, use site statistics to understand what technology users are
using and keep this in mind when designing the page.

For example, an elementary school publishes a weekly newsletter with
interesting stories about activities and important announcements.
Important announcements include early school dismissal. If the
newsletter includes less important information before the early school dismissal,
a parent who reads slowly may give up before scrolling down to the important information.
A clear heading structure can help with this by reducing what needs to be read.

In another example, a user is writing a comment, but the send button
is not visible when the view focuses on the text area. As a result,
she cannot see how to send her feedback. The company will then not
receive any feedback from groups who are not able to find the
feedback button.

3.2.3.5.3 Getting Started

Make it easy to find the most important things on the page. Identify
key content and its placement early in the design process.

Space at the top of the document is most likely to be visible to
users without scrolling. Place key content at the top of the page to give the best experience to the widest range of users.

Consider the most constrained user experience first (e.g., a 240px
wide mobile phone) and then design upwards from there in order to
account for the widest range of scenarios.

Conducting user testing can identify common use cases and barriers.
Adopting responsive development practices can improve the
flexibility of the page to a range of different devices and
stations.

3.2.3.5.4 Examples

Success examples:

A login form is visible without the need to scroll the page.

A login form submit button stands out from other links and buttons
on the page.

Critical health and safety information regarding medication is
highlighted and visible without scrolling.

Critical health and safety information regarding medication
visually stands out from other less important information on the
page due to the use of color, boldness and layout.

3.2.3.5.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language:

3.2.3.6
Pattern: Make it Easy to Identify the Most Important Tasks and Features of the Site

User Need

I can easily identify content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information.

Description

Make important tasks and features on the site visually and programmatically prominent. Techniques to do so include:

Calling out key tasks for the website on the home page

Dedicating call out boxes or sections of the home page to these tasks/features

Giving the most important tasks/features visual weight

Placing the tasks/features towards the top of the page so the user does not have to scroll to see them

Placing the tasks/features toward the top of the content so assistive technology finds them quickly

When appropriate, providing headings for each key task or feature

Including them at a top level of the main navigation

3.2.3.6.1 How it Helps

People with low executive function, impaired memory, and other cognitive and learning disabilities may have difficulty
determining what they can do on a site. By calling out important tasks and features, people can more quickly determine
whether the site will meet their needs.

For example, a user goes to website to buy the tickets. He sees many reviews and other information but cannot see
how to buy the tickets. The user leaves the site.

3.2.3.6.2 More Details

The most important tasks and features are:

The three tasks the users want to perform

The three most common tasks (from the users' perspective)

Tasks that affect the users' health or wellbeing

Usage data can normally identify the most common tasks. Focus groups and surveys are also useful for identifying what the users want.

3.2.3.6.3 Examples

Success example: A library website includes the important tasks directly on the main page. The
advanced search box which allows users to search for books in the catalog is located towards the top of the home
page and a simple version which allows users to search the site or the catalog is in the main navigation. Important
tasks such as signing up for a library card, locating a branch, and reserving a conference room are listed in the
main navigation and included on the main page in visually distinct boxes.

Failure example: A library website only includes upcoming events on the main page. Users have
to click on a link titled Catalog before they can get to a search box to look for books. Signing up for a library card,
locating a branch, and reserving a conference room are included on a page labeled About and are not easily visible
from the main navigation.

Description

3.2.3.7.1 How it Helps

Having a search capability allows users to find the content they
need even if they cannot find the content using the site menus
or other browsing mechanisms. A user can learn how to use search and
reuse that skill on many sites.

User studies have shown the aging population tends to rely on search
to locate information rather than navigating menus or surfing.

Menu systems and most site navigation require the user to
understand the categories that the content provider has
created for general use. Users with impaired executive function may
be unable to identify the correct categories.

In some cases, users know the correct category via memory, rather
than logic. For example, most users remember that the print function
is often found under the file menu. Users with impaired memory may
not be able to find these menu items based on recall.

Users with impaired short term memory or who are easily distracted may
also find navigating a site and going to many pages to look for content is
difficult, as they may lose focus and forget what they are looking for.

Search is most useful when it corrects misspellings, finds
appropriate or related content and provides suggested auto-corrected
versions of the search terms that the user can choose from.

3.2.3.7.2 More Details

Search is less important on small sites where every page is no more than
two clicks away from the main page.

3.2.3.7.3 Examples

Success example: A site has a search.

3.2.3.7.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.3.8 Pattern: Let Users Go Back

User Need

Description

The standard back button is the best way to do this as it is familiar
to the user. Many users will try the back button first.

The user should never lose their work if they press back.

3.2.3.8.1 How it Helps

Allowing users to return to a previous point helps prevent mistakes and makes it easy to
correct mistakes when they happen.

Examples of mistakes include:

Touching a control by accident;

Opening a new link by accident; and

Closing a window the user intended to keep open.

If a person easily makes mistakes or makes them often, it is
important that they can go back and make changes without having
their work or previous choices deleted.

For example, a user is watching a video. They try to increase the
volume but touch a different link instead. A new video now loads.
The user can press the back button and return to the video they were
watching before. They now know they can try and increase the volume
and if they make a mistake, they can easily go back and try again.

In another example, the back button did not work as expected, but
took them somewhere else (such as the home page). When they try to
change the volume or add a comment they often lose the video they
were watching and cannot find the way to get back to it. The user now
feels they cannot use any of the website's features in case they
lose their main content again. They do not expand the screen, change
the volume, or leave comments.

In forms, each time the user has to re-enter data presents a new
chance for mistakes to occur. Entering and re-entering data can be
stressful and tiring from some people with learning and cognitive
disabilities. This increases the likelihood of mistakes and may make
it impossible to submit correct data and complete the intended task.

For those with anxiety, memory challenges, and difficulty following
directions, the ability to go back and review information they have
entered is very important. For example, for some people the task of
following directions and reviewing their answers works best as two
separate tasks. Being able to enter information with their focus
being on following the directions, and later going back to review
their answers, helps them be more effective.

When the user has an opportunity to go back and review the data they
entered, even if submitted by mistake, it is easier to correct the
information.

3.2.3.8.2 More Details

Options for supporting users going back include:

Going back steps in a user journey via a clearly labeled
action;

Using clickable breadcrumbs with clickable previous steps
and no loss of data;

Using back and undo features without unwanted data loss;

Using semantics and personalization to log the steps and return to
a step in the process; and

Reopening a closed window or option.

3.2.3.8.3 Examples

Success example:

The user is watching a video. They touch a control accidentally and pressing back does not take them back to the video

While applying
A user accidentally hits the home icon and navigates awayompleting an online form when applying for a job. The user is able
to go back through all the screens to be sure they did not
misunderstand a section or skip an answer. The user can edit any data they
mistyped.

Failure example:

Completing an online form when applying for a job. The user goes
back a screen because they realize they may have forgotten to answer
a question. When they use the back button all data previously
entered has been cleared/deleted.

3.2.3.9
Pattern: Make Short Critical Paths

User Need

Description

Streamline processes and workflows so that they include only the minimally
necessary steps. Separate out optional steps that are supplemental but not required. Do not
require the user to go through optional steps.

3.2.3.9.1 How it Helps

Streamlining processes and workflows reduces distractions, mistakes, and mental fatigue.
Using short critical paths increases the chance that users with cognitive disabilities can successfully and accurately
complete a process or task and navigate a workflow.

3.2.3.9.2 Examples

Success examples:

1. The steps included in the online process to buy movie tickets are:

Select a movie

Select the date and time

Select seats

Pay

Print tickets

The movie theater allows the user to view descriptions about the movie and ratings, buy snacks ahead of time,
and donate to a charity. These actions, or steps, are not required in order for the user to complete the task
of purchasing a movie ticket. Instead of requiring the user make these selections as part of the purchasing process,
the user is given these options before the process is started and after it is complete.

2. For the most used function in an app:

Open the app

Run the most used function

Failure examples:

1. The steps included in the online process to buy movie tickets are:

Select a movie

Select the date and time

Select seats

Purchase snacks ahead of time or opt out

Make a charitable donation or opt out

Create an account

Pay

Print tickets

The movie theater forces users to decide on snacks and making a charitable donation before paying for their tickets.
While an opt out option is available, it is somewhat hidden on the screen, particularly on mobile devices, and
users often give up when they can’t figure out how to pay.

2. For the most used function in an app:

Go to the app introduction page, press continue

Go to the app main page

Go to a sub page

Select an option

Select another option

Run the most used function

3.2.4 Objective: Use Clear and Understandable Content

3.2.4.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Test for the following:

Does the user understandable use of text?

Does the user understand text immediately?

Does the user know unambiguous language?

Is there any content usable without understanding math concepts?

#
Is there any representation of math by words instead of numbers?

Is there any support for slow readers?

Does the user understand use of (familiar) symbols?

Does the user understand use of images and multi-media?

3.2.4.2 Pattern: Use Clear Words

User Need

I understand the language used including vocabulary, syntax, tense and other aspects of language.

Description

Use common and clear words in all content. Look at the most common 1500 words or
phrases. These are the terms that people with severe language
impairments are most likely to know.

Remove unnecessary words.

Do not invent new words or give words new meanings in your
application. Do not expect people to learn new meanings for words
just to use your content. If you must create new terms, make sure the
user has access to an explanation within one click or event.

3.2.4.2.1 How it Helps

This benefits many people including those with language impairments,
learning disabilities and a poor memory. Using uncommon words can make text and media difficult to understand.

People with language impairments often have a reduced vocabulary and
learning new terms is a very slow, difficult process. For other
groups, such as people living with dementia, learning new terms is
not realistic or possible. Using uncommon words, that they do not
already know, will make the content incomprehensible [unable to be understood] and unusable.

For example, someone with mild dementia is trying to turn on an ICT
heating and air conditioning unit. The menu item for selecting heat
or air conditioning is labeled "mode". The user cannot use the whole
unit because of this one term. This type of design has caused emergencies such as
hypothermia.

3.2.4.2.3 Getting Started

Start using clear words in headings, labels, navigational
elements, instructions, and error messages. This will increase the
usability without a large time commitment.

3.2.4.2.4 Examples

Success example: Plain text with clear words and
definition of term.

Your landlord must follow the law.

Your landlord can only use your
security deposit (promise money), only for
certain things, such as unpaid rent (rent that you owe) and to fix
things that you damaged.

Your landlord must return your
security deposit (promise money)
to you by a clear date. This is usually 30 days after you leave
the apartment.

Failure example: Uncommon words and no explanations

A Landlord's Right to Deduct. When a tenant moves into a rental
property, he or she will pay the landlord a security deposit.
Depending on the jurisdiction, this deposit will be returned to the
tenant within a specific time period at the cessation of the lease
term, as long as the tenant follows all the terms and tenants of the
lease agreement or contract. Select links below to read the laws
that pertain to your situation.

3.2.4.2.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.3 Pattern: Use a Simple Tense and Voice

User Need

Description

Use the tense and the voice that is easiest to understand. In English, this
is usually the present tense and active voice. Speak directly to the
user, and use the simplest form of verbs.

3.2.4.3.1 How it Helps

Using simple tense and voice benefits many people including those with language impairments,
learning disabilities or a poor memory. For example, more people
will understand “press the on button” (present tense and active
voice) then “the on button should be pressed”.

Active voice makes it clear who is supposed to take action. For example,
“It must be done.” (passive voice) does not say who must act.
“You must do it.” is active voice and clearly states who has the action.

3.2.4.3.2 More Details

Use other voices or tenses when they will be easier to understand or friendlier.

In languages where present tense and active voice do not exist or
are not the clearest option, use the tense and the voice that are easiest to
understand.

If you are writing about past or future events, do not use the
present tense. It will just be confusing.

3.2.4.3.3 Examples

Success example: Plain text in a simple tense

This month your stocks went up.

Failure example: Not plain text

Over the last month, we saw your stocks increasing.

3.2.4.3.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.4 Pattern: Avoid Double Negatives or Nested Clauses

User Need

Description

Use a simple sentence structure. Do not use a double negative to
express a positive. Do not use clauses inside clauses. Both double negatives
and nested clauses can be confusing.

3.2.4.4.1 How it Helps

Simple sentence structure benefits many people including those with language impairments,
learning disabilities or a poor memory. For example, a person with
early stage dementia can manage their own appointments and affairs
because the language is clear and understandable.

For example, more people will understand “You must get the agency’s
approval before we can answer your claim”: rather than “No approval
of any claims can be achieved without the agency’s approval”.

3.2.4.4.2 Examples

Success Example:

Write clearly.

Failure Example:

Do not write unclearly.

3.2.4.4.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.5 Pattern: Use Literal Language

User Need

Description

Use literal and concrete language. When possible, use concrete terms
and examples that refer to objects or events that you can see, hear or
touch.

Do not use metaphors and similes unless you include an explanation.

3.2.4.5.1 How it Helps

Many people do not understand non-literal content. For example, a
programmer with autism spectrum disorder may not understand jokes
and similes. Sometime instructions have jokes and similes to make
the content friendlier. However, this confuses the programmer
who now cannot do her job as needed.

You can explain any non-literal language by:

Adding a simple language term in brackets next to any non-literal text such
as a metaphors and similes;

In non-text media, explain non-literal as part of the media or include it in a separate file or track.

Note

Should there be a special media track with explanations? Can we explore this and coordinate it?

3.2.4.5.2 More Details

Make sure the meaning remains clear when you replace non-literal text with
literal text. Check this when providing literal text
in a popup or other alternative.

3.2.4.5.3 Getting Started

Start by putting clear literal text on headings, labels,
navigational elements, instructions, error messages and any content
that may affect the user’s rights or wellbeing. This will increase
the usability in critical places without changing your writing
style.

3.2.4.5.4 Example

Success example: literal text and concrete language

If you are experiencing anxiety before starting take a deep breath,
tell yourself you can do it and get started. Anxiety can include
nervousness, fear, dizziness or shortness of breath.

Failure example: non-literal text

If you are experiencing cold feet before starting, take a deep breath
and jump in.

3.2.4.5.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.6 Pattern: Separate Each Instruction

User Need

Description

In instructions, separate each step. Separate steps make instructions
much easier to follow. Consider:

Using numbers and lists can also help;

Providing complex instructions in an If/Then
table, which can be easier to follow; or

Using friendly graphics can help make instructions less scary;

3.2.4.6.1 How it Helps

Step-by-step instructions benefits many people including those with language impairments,
learning disabilities or a poor memory.

For example, a person with a low working memory cannot hold onto
many pieces of information at the same time. If they need to
remember what they are doing, divide the steps and track what they
have done they are much more likely to make mistakes. When
instructions are clearly separated and laid out, users can follow
them without making mistakes.

3.2.4.6.2 Examples

Success example:

Separate each step using an If/Then Table

If

Then

If you want to work in programing:

Make a resume.

Get some sample code that you wrote.

Send them to programing@example.com.

If you want to work in design:

Make a resume.

Get some sample pages that you designed.

Send them to design@example.com.

Failure example:

Do not separate each step

If you want to work in programing, write to programing@example.com
with a resume and sample code that you wrote. If you want to work in
design, write to design@example.com with a resume and sample pages.

3.2.4.6.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.7 Pattern: Keep Text Succinct

User Need

Description

Use short blocks of text:

Keep paragraphs short. Have only one topic in each paragraph.

Use short sentences. Have only one point per sentence.

Use bulleted or numbered lists.

3.2.4.7.1 How it Helps

Chunking
text content makes it easier to read and understand. People with
poor memory or anyone who is easily distracted will benefit.
This also helps people with learning disabilities related to
processing speed or language. Chunking is helpful to anyone who is
multitasking.

Example: A graduate student with ADD may need to teach themselves a
new software skill. The software documentation is broken up into
short paragraphs and lists by topic. The student finds the
documentation easy to read and understand.

3.2.4.7.2 More Details

What is a short paragraph? In English, if you
have a paragraph of more than 50 words, try breaking it
up into two paragraphs.

How can I avoid writing a sentence with more than one point? Sentences that have more than one point usually have more than
one linking word such as ‘and’ or ‘but’.

Can a long sentence ever be clearer than two short sentences? Double-check if a long sentence is clearer than two short
sentences. Do usability testing to see if people with cognitive
disabilities find the long sentence easier to understand.

When should I use lists? Lists are great when you
have three or more things in a row. Think about using an unordered
list (with bullet points) for items, requirements, and exceptions.
A series of three or more steps is easier to follow as a numbered
list.

3.2.4.7.3 Examples

Success example:

Calgary will have a lot of snow and hail this weekend. Try not to
drive. If you must drive:

Use the rules for driving in winter to keep safe.

Before you leave, check what roads are safe at the Traveler’s
Information Website.

Failure example:

DOTD Issues Winter Weather Travel Advisory for Calgary. With the
possibility of snow and rain in the forecast throughout the holiday
weekend, the Department of Transportation and Development (DOTD)
announced that department staff is prepared to deal with winter
weather. Maintenance forces will be on standby to apply sand and
salt over any affected bridges and roadways, to remove fallen trees
from the roadway, and to close any roads as needed. Interim
Secretary Jane Doe urges motorists to take the threat of winter
weather seriously. "In the event of adverse weather conditions, the
department will strive to maintain access to highways and
interstates; however, we encourage the motoring public to avoid
traveling during snow and ice, if at all possible," said Doe. During
winter weather conditions, the best thing motorists can do is drive
slowly and carefully, and avoid driving while distracted. Always
allow for extra driving time, reduce speeds when visibility is low,
and make sure there is plenty of room between vehicles. Also, look
out for black ice, which can form on bridges, overpasses, off- ramps
and in shady spots. As always, DOTD reminds motorists to buckle up
and refrain from drinking and driving. Citizens can get the latest
updates on real-time traffic and road conditions by using the
Traveler Information System simply by dialing ### from their
telephone and saying the route or region about which they are
seeking information. Travelers can also access this information by
visiting the Traveler Information Website. Motorists can also obtain
information regarding road closures by contacting DOTD’s Customer
Service Center at (1-###-###-####). The center is open 7:30 a.m.- 5
p.m. Monday through Friday.

3.2.4.7.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.8 Pattern: Use White Spacing

User Need

Description

Put white space around objects and text, including boxes, paragraph
headings, and content, so that each section is clearly separated.

3.2.4.8.1 How it Helps

White space (also called negative space or the background color)
reduces clutter and provides definition to content. This gives the
viewer a clear overview of a web page. It is used by designers to
enhance text and the position of objects on a page.

Using white space aids navigation through a page and helps people
read it. It can help the user find important elements on a page. For
those with cognitive impairments, white space has been shown to ease reading
difficulties and improves understanding of content.

Make sure users can also adjust the amount of white space around
objects and text via a web extension or user setting. This supports
the ability to identify important elements in the content of a web
page.

3.2.4.8.2 More Details

Use clear spacing between letters, words, sentences lines,
paragraphs and blocks of text.

Allow for the ability to easily adjust white space around objects
and text, including boxes, paragraph headings, and content, to a
degree that suits the user and does not disrupt the overall
integrity of a web page.

Note that “white space” is a term that means the background color.
It does not always need to be always white!

3.2.4.8.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

Use clear spacing between letters, words, sentences, lines,
paragraphs and blocks of text.

Text is not fully justified and on coga github:
visual-presentation.html,
wcag issue 51 and PR number 113.

3.2.4.9 Pattern: Use Clear, Accurate Text Formatting and Punctuation

User Need

I need words to include accents, characters and diacritics that are necessary to phonetically read the words.

Description

Use the correct punctuation for text, numbers and symbols to improve
readability and comprehension.

3.2.4.9.1 How it Helps

For some readers, decoding words, numbers and symbols does not happen
automatically and can be demanding on working memory and executive
functions. If they find content too demanding they are at risk of
losing its meaning and the overall context of the message that is
being conveyed. Some users may use assistive technology or
personalization tools to reduce the cognitive demands of decoding
content. An example would be text-to-speech that reads aloud content
allowing for the use of auditory and visual channels.

Users should not need to decipher letters, numbers, and words becuase of formatting or punctuation errors.
They should be able to focus
on understanding the meaning of the content, especially when they
are using assistive technology or personalizing content. It is
important that the content is created with these adaptations in
mind, to ensure that all users gain the experience you want them to
achieve. Content creators should ensure that information is provided
in a way that can be read accurately by assistive technology. It may
have to be personalized to suit certain users, but this can be
achieved when all the elements are accessible.

Use cases:

“I listen to content so I need it to be announced and phrased
correctly so I can understand it.”

“I listen to content and I hear content read incorrectly or
skipped, particularly numbers and symbols.”

“If text, numbers or symbols are in an unfamiliar layout, I get
really confused.”

3.2.4.9.2 More Details

Use punctuation correctly for the language you are
writing in, as it will affect how the stress and intonation (known
as prosody) patterns from the text are heard, when converted into
speech. For example, in English, commas and semicolons will result
in a short pause in the speech, whereas a hyphen – will generally be
ignored. Question marks, exclamation marks and speech marks can
result in changes in intonation, such as a rise in the pitch of the
voice.

Avoid the use of Roman Numerals and unfamiliar symbols
in text were possible. These can confuse readers and are likely to
be read incorrectly by text-to-speech tools. If these symbols are
necessary then ensure they are marked up correctly, using techniques
such as MathML and abbreviation expansions to provide additional
support. Roman Numerals should be presented in upper case if used in
isolation as they are likely to be read as individual letters

Be aware that long numbers may be read as single digits or phrased
as a single number. This is a particular problem for phone numbers
or zip codes. While it is difficult to control exactly how these
numbers are read aloud, content creators can help by:

Displaying the content of the number and using HTML semantics to
ensure users and assistive technologies are aware of the number’s
purpose. In addition, the following recommendations can assist with
improving text-to-speech rendering:

For phone numbers, using the correct layout for the locality of
the phone number and ensure users can select the whole phone
number (including area code), so that text-to-speech voices can
recognize the format and phrase it correctly.

For Zip / Postal codes, including state or address information
close to the number so that speech voices can expand known
abbreviations (such as state names) and listeners can perceive the
context.

When writing long numbers, considering what separators will be
familiar to your readers and how it will be read aloud. In
general, English speaking countries will use commas between
thousands and a period as the decimal separator whereas German and
other European countries do the opposite. For example, 1,245 would
represent one thousand two hundred and forty-five in English, but
one point two four five in German. Text-to-speech output will
assume the separators are being used in the format of the language
of its voice. If this does not match the content, then listeners
can become easily confused. While replacing thousand separators
with a space has become a common convention to avoid confusion, it
leads to difficulties with text-to-speech with long numbers being
read out in a disjointed fashion. For example, 120 034 943 can be
read as one hundred and twenty, zero three four, nine hundred and
forty-three.

3.2.4.9.3 Examples

Consider how you write dates, because once again the text-to-speech
will use the format associated with the language of the voice. A
date such as 04/03/2019 will be read as “April 3rd 2019” by a US
English voice and “4th of March 2019” by a British English voice.
Writing out the month in words can avoid confusion.

3.2.4.9.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.4.10 Pattern: Provide Summary of Long Documents and Media

User Need

Description

Provide a brief summary for a long document. Emphasize any important
keywords to help people understand the purpose and contents of the
document, and determine if it might contain information they need.
Also, provide a summary of media files so that users can identify the content they need.

Summaries should use common words, short sentences and be written in
an easy to understand style and tense.

3.2.4.10.1 How it Helps

Providing an easy-to-understand summary helps many people to quickly
decide if the document is relevant to them and their current goal.
A high level outline in a few sentences or bullet
points is most effective. Abstracts and executive summaries are
usually much longer and more detailed as they are designed to
summarize the entire document.

For media, summaries help users with short attention
span find the exact file they need and jump to correct content.

3.2.4.10.2 More Details

Long Documents have 300 words or more.

In general headings are used to break the information down into a
more manageable size and provide structure to the information being
presented. This particularly benefits users of Assistive Technology.
The first section should be a text summary of the document. It may
include links to other sections if appropriate.

In media, summaries of each segment should include the main points included in the content.
Users should be able to use the summary to uniquely identify the content and know what it will contain.

Providing a text summary that can be understood by people with lower
secondary education level reading ability. For pieces of content
with less than 300 words the heading may act as an abstract.

See the theme in understandable text for the minimum on how to write
an understandable summary. User Testing is recommended.

3.2.4.11 Pattern: Provide Alternatives for Numbers

User Need

3.2.4.11.1 How it Helps

Not all people can understand numbers and numerical concepts.

For example, some people have dyscalculia, a learning disability
specifically-related to mathematics. People with dyscalculia have
significant problems with numbers and mathematical concepts, but
often excel in other intellectual areas.

For example, a user with dyscalculia may have difficulty processing
temperature data when presented only in a numeric format. However,
if non-numeric alternatives are provided (cold, warm, hot etc.) then
they are able to understand the content.

Numeracy issues can occur due to a range of disabilities, the most
severe being the inability to read or understand numbers. Other
people have challenges with any calculations such as relative sizes
or times. When reading measurement an individual with cognitive
impairment may understand the concept of 90cms as a length but find
it hard to cope with the fact that 0.9m and 900mm are the same
length.

For example, a train schedule has a long list of relative times that
they train leaves for different zones on the hour. The user cannot
calculate when the next train leaves from their location.

3.2.4.11.2 More Details

Where an understanding of mathematics is not a primary requirement
for using this content use one of the following:

3.2.4.12.1 How it Helps

Reading a sentence phrase by phrase conveys more meaning than reading individual words.
Phrases are also easier to comprehend. The more words an individual can process in one glance,
the faster they can read, the easier they can understand what’s written, and the more they stay interested. Most people can take in a whole
line of text, or more at once. Fixating on many words at a time is necessary for comprehension for many people. A slow reader may read a sentence slowly using 6 to 9
eye fixations, sometimes taking in only a single word (or less) at a time. Adding
background noise reduces the number of words readers can fixate on. Removing background noise helps users
comprehend more words at the same time.

Also, automatic word recognition is used typically in tandem with phonetics to achieve full reading comprehension.
For example, approximately 200 words exist in the English language that must be memorized, and automatically recognized,
because they don't fit traditional letter sound patterns, in order to piece together strings of words into sentences.
If a user can't recognize these words in 3 seconds, then the text is harder to understand. Background noise can increase the amount of time it
takes users to recognize words.

3.2.4.12.2 Examples

Success example:

It is easier to recognize words and process large amounts of text when the content can be easily distinguished from the background.

Failure example:

It is much more difficult to recognize words and process text when the background has a lot of noise.

3.2.4.12.3 Technical Details

None

3.2.4.13 Pattern: Explain Implied Content

User Need

I do not want unexplained, implied or ambiguous information because I may misunderstand jokes and metaphors..

Description

These definitions and explanations should be provided in text close to the implied content or in the markup.

3.2.4.13.1 How it Helps

Implied content can be difficult for some users because it requires them to:

Know where to look to get the information, and

Understand the meaning behind what is being implied.

One example was a research study where people with autism were asked to watch a movie
that had a lot of implied communications. They were watching the actors’ mouth, but the
information such as that the spoken text was sarcastic was communicated by their facial
expressions. When asked about what happened in the movie, some missed the implied communications
and the point of the communications.

Another example is a gif used in a social media post that communicates a person’s true
feelings about a statement they made in text. Some individuals may not be able to understand
the emotion being demonstrated by the person’s body language or facial expression and miss
the point the author is trying to make.

When using body gestures, emotion communications, and facial expressions as the only way
to communicate something, it is important to include this in another way to ensure all users
understand. One way this can be done is through supplementary text.

3.2.4.13.2 More Details

This includes:

Graphics used alone to identify that something is important, or should be remembered;

Sarcasm in text; and

Animations used to add importance or communicate something contrary to the literal meaning of the paired text.

3.2.4.13.3 Examples

Success example:

When writing sarcastic comments in a social media post or email, add supplementary text such as <sarcasm> to help
readers understand the intent of your communication. </sarcasm>

Once it is mature you can also use personalization semantics to add non-literal text alternatives.

3.2.4.13.4 Technical Details

None

3.2.4.14 Pattern: Include Symbols and Letters Necessary to Decipher the Words

User Need

I need words to include accents, characters and diacritics that are necessary to phonetically read the words (this is often needed for speech synthesis and phonetic readers in languages like Arabic and Hebrew).

Description

Include vowels, letters or diacritic marks that users need to decipher words.
This is often needed in languages like Arabic and Hebrew.

3.2.4.14.1 How it Helps

Some languages, such as Hebrew and Arabic, have optional vowels and diacritic marks.
Without these marks, many words with the same characters have between two (Hebrew) and
seven (Arabic) different ways of being pronounced with different meanings. Most readers
can read the word based on the context, and use their visual memory to guess the correct
pronunciation. People with impaired visual memory, slow readers and screen readers may
often guess the incorrect term and/or pronunciation.

For example a user with a language disability is trying to sound out a word. They guess
three different pronunciations until they find one that makes sense. Unfortunately, many
people with language impairments cannot work out the meaning as words out of context may
only provide an idea rather than a specific meaning. Screenreaders often require these
characters to speak the correct word.

Note that not all diacritic marks are necessary to pronounce the word correctly. Only
letters and diacritic marks that are necessary for the unambiguous pronunciation need to be included.

3.2.4.14.4 Technical Details

3.2.5
Objective: Help Users Avoid Mistakes or Correct Them

A good design and use of scripts will make errors less likely, but when
they do occur the user should know how to correct them easily without
stress or extra steps.

Completing forms and similar tasks is often overwhelming for most users
with cognitive and learning disabilities. This includes relatively minor
learning disabilities, such as Dyslexia, or attention related
disabilities.

Many users with learning disabilities cannot remember numbers, such as
those for their post/zip code, Social Security, or credit card. Many
users even need to check their phone numbers. This makes entering
information slow, and they may need to leave their desks or take breaks.

Also many users have short term memory issues that can make copying text
difficult or impossible. For example, if you can remember 7 letters in
your head at the same time. They may be able to remember one or two.
This makes them much more likely to make mistakes copying as it requires
you to remember the numbers or letter accurately.

Note that a lot can be achieved through supporting personalization.

3.2.5.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
do an action that demonstrates usability.

Test for the following:

Can the user easily fill in the form without making mistakes?

Was it pleasant to fill out the form? How is their mood changed?

Ask the users if they would find this easy to do if under stress or
tired.

Ask the user if anything was hard.

Ask the user how the form could be easier to fill out. Suggest some
of the relevant design techniques bellow and ask if it would help
them with this form.

3.2.5.2 Pattern: Design Forms to Prevent Mistakes

User Need

I want an interface that makes mistakes less likely by helping me avoid mistakes, as well as minimize the mistakes I might make

Description

Choose a form design that reduces the chance that the user will make a
mistake. This includes:

Design the form so that the user needs to enter as little information as possible;

Clearly indicate required fields;

In a text field, accept as many formats as possible. For example
accept different formats of phone numbers and correct
Input errors
automatically;

Divide long numbers into chunks (support autocomplete across fields);

Use an interface were only valid input can be selected;

Use autocomplete and personalization of form controls;

Accept voice prompts when supported by the operating system;

Automatically correct input errors when possible and the correction is reliable; and

Provide the user with any known suggestions and corrections.

3.2.5.2.1 How it Helps

People with cognitive or learning disabilities and aging users often
abandon tasks and believe they cannot complete them if they receive
too many errors. Error messages may be confusing. Correcting errors
is often difficult and frustrating for users. Many users give up
when they get successive errors.

For example, while registering for an online banking account a form
requires the input of the user's birthdate. The required input
format is xx/xx/xxxx with a leading zero for single digits. If a
single input field with no input correction is presented, a user
with a cognitive disability may enter 1/3/1996 triggering an
error notification. It may not be clear to the user that the
required format is 01/03/1996 even if the format is shown below the input field or in the error
notification.

However, a well-designed form makes it easier to fill in the
information and prevent the user from making mistakes by automatically correcting or suggesting the correct date format.

Minimizing user generated errors by automatically correcting them
will also minimize error notifications. Error notifications may be
distracting, taking focus away from tasks and task completion.

3.2.5.2.2 More Details

Only correct errors if the correction is reliable. Otherwise, if
suggestions for corrections are known, give the suggestions to the
user.

For example, “Did you mean the first of February (01/02) or
the second of January (02/01)?"

Calendars and dates.

Calendars should default to the first relevant day. Work
calendars should default to first working day of a user's
locale;

Calendar-based booking systems must prevent the user from booking the
return date before the departure date.

Temperature.

Use the default temperature format of location.

3.2.5.2.3 Examples

Success examples:

Correct errors of the post code being written in the text field
with the city or state information;

The system prevents the user from selecting inappropriate dates and provides provides a simple
explanation if the user attempts to do so.

Failure examples:

The booking form provides two calendars without clear labels and
instructions. The form allows the user to select dates without warning as to
whether they are possible e.g. flight out on June 1st - flight
return May 30th;

The system allows the user to select inappropriate dates without warning. The calendar
merely grays out inappropriate dates which may not be noticed. No
warnings are provided.

3.2.5.2.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.3 Pattern: Make it Easy to Undo Errors

User Need

Description

Always allow the user to check their work and correct any mistakes.
Once the user has fixed their mistake it should be easy to get back to
the place they were at without redoing additional steps.

For financial transactions and important information: Allow the user
to easily cancel the transactions and provide clear information and
simple instructions for important information including the amount of
time the user has to cancel a transaction.

3.2.5.3.1 How it Helps

People with cognitive and learning impairments make many more
mistakes filling out forms than the general population. When
mistakes cannot be easily corrected they cannot complete the task.

The ability to undo errors helps people with cognitive disabilities safely use forms
and reduces the consequences that result from a mistake.

For example, a user with a memory impairment may not remember that
they have already added an item to their shopping cart and may add
the item a second time. They may confuse the dates when booking a
trip or make other mistakes.

It is essential that people with cognitive impairments have the
opportunity to check their work AND fix their mistakes easily.

For people with cognitive disabilities, mistakes being theoretically
reversible is not enough. Often the process of reversing a
transaction is too complex for them to manage without help. They may
not have access to that help meaning they have to live with all the
mistakes they have made. In
addition, if the process of correcting mistakes is too difficult,
users may give up, either losing the transaction or buying unwanted
items.

The effect of this happening multiple times is devastating. As a result,
many users with disabilities may stop using
the Internet for many tasks.

Allowing the user to change the number of items in the shopping cart
at any time can significantly reduce mistakes.

A summary of the order, including product quantities and other costs
before the final submission, gives the user the chance to identify
any errors and make changes to the order. In this example given, a
summary of the purchase helps the user see the error in quantity as
well as a higher than expected order total.

In some cases, a user may realize that a mistake has been made after
the final submission of data. Provide simple language instructions on how to
cancel transactions and help the user understand the amount of
time needed to cancel a transaction. This makes them less
susceptible to scams.

In another example, a user with Attention-Deficit/Hyperactivity
Disorder purchasing a travel ticket on a website may struggle with
details and may have a low attention span. The successful completion
of the order relies on the information provided at multiple steps in
the process. An error due to lack of accuracy or attention to detail
such as an incorrect street number or zip code in the billing
address will result in the order not going though. If a summary is
not provided before submitting the final order, the
user may not understand the reason for the declined payment and give
up on the order. The user may also give up if there is not an easy
way to make a correction.

3.2.5.3.2 More Details

This typically includes:

Change: It is simple for the user to review all the data and
correct mistakes, including mistakes that might not be
automatically identified. The user can change information via
clearly labeled actions and get back to the place they were at, in
one clearly labeled action without unwanted loss of data. (Some
data may need to be entered if it is dependent on the item that
was changed.)

Confirmed: A summary is provided before submitting important
information and the user is told when they are about to submit the
final information.

Time frames and instruction for canceling transactions are clear
and easy to follow.

3.2.5.3.3 Getting Started

Start with forms were a mistake can have serious consequences such
as financial loss or vulnerability.

3.2.5.3.4 Examples

Success examples:

A summary is provided before submitting important information. The user is able to correct information and return to
the summary with a single click.

Description

Be readable by assistive technologies made for people with cognitive disabilities.

3.2.5.4.1 How it Helps

When labels are missing or unclear, users often do not know that the feature
is available or what the control is. Although many users can guess what a control
is for users with cognitive disabilities or impaired memory or executive function
are less likely to be able to remember the design pattern or work out what it is.
A clear label, next to the control, means people with cognitive disabilities are more
likely to be able to use it.

Similarly, if a label is not next to a control it is confusing for some users.
When a label cannot be next to a control, there should be clear visual indicators
that clearly, and visibly associate them, so that the control and not belong to a different
label. (This will need user testing with learning and cognitive disabilities to ensure it is usable.)

For example, a user living with dementia is using an application. Some controls
do not have visual labels. A care giver shows them what the control is for and they
can use the application. The next day they try and use it again but cannot remember
what the control is for. This application is not useable for them.

In another example, the label disappears when the focus is removed. The user cannot
remember what the control is and does not know how to make it reappear.

Labels need to be visible, readable by AT, and be nearby the labeled content

3.2.5.4.2 More Details

Many people with learning and cognitive disabilities use web extension and simple screenreaders.
These assistive technologies often do not read ARIA or titles. Until that changes, or an extension displays them,
labels should not rely on these attributes for people with learning or cognitive disabilities.

3.2.5.4.3 Examples

Success example:

Label is visible, uses simple common words, and is right next to the control

first name ____________________

Failure example:

Label uses uncommon words that are not easy to understand exactly what is needed.

3.2.5.5.1 How it Helps

Clear instructions help prevent user errors. This reduces
frustration and enhances the user’s autonomy and independence
because they can avoid asking for help. This helps anybody with
memory issues, people from a different culture, and people on autism
spectrum who may miss cultural context.

3.2.5.5.2 More Details

Provide instructions at the start of the process, not simply in an
error message.

3.2.5.5.3 Getting Started

In a system with common errors, tackle the most impactful errors
first and add guidance as needed.

3.2.5.5.4 Examples

Success examples:

Provide an image of a passport with the number highlighted to
indicate the number that the user should enter.

Explicitly say which day of the week is the start (e.g., Sunday or
Monday) in calendar control when booking a hotel.

Failure examples:

Request a passport number, but do not indicate which of several
numbers is needed. The user is uncertain which is requested.

Because a site does not clarify the start of week, a user reads the calendar
control wrong and books their hotel for wrong day.

3.2.5.5.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.6 Pattern: Provide Flexible Form Inputs

User Need

Description

Accept contextual variations in user input such as currency, time
zone, and locale.

3.2.5.6.1 How it Helps

Forgiving form entry processes help prevent user errors up front.
This reduces frustration and enhances the user’s autonomy and
independence because they can avoid asking for help. This helps
anybody with memory issues, people new to culture, and people on the
autism spectrum who may miss cultural context.

3.2.5.6.2 Getting Started

For inputs that collect known data types, such as credit card or
telephone numbers or geography names, accept common variations on
the input format so users don’t have to convert or receive avoidable
error messages.

3.2.5.6.3 Examples

Success examples:

User inputting a financial value can specify the currency used,
even if different from the site’s;

User inputs a credit card number with or without spaces, and the
information is accepted;

User inputs telephone number as written including country code,
region code, and number using brackets.

Failure examples:

User inputs value thinking it is US dollars, but the web site
processes in Euros;

User inputs credit number with spaces only to be told it must
include numbers only;

User inputs telephone number but is told it must include numbers
only.

3.2.5.6.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.7 Pattern: Avoid Data Loss and "Time Outs""

User Need

Description

Avoid timeouts and save users' work as they go. When this is not possible, inform the user of the amount
of time required to complete the process (before timeout) and if user
will lose entered data if a timeout occurs.

3.2.5.7.1 How it Helps

The use of timed events can present significant barriers for users
with cognitive disabilities, as these users may require more time to
read content or to perform functions, such as completing an online
form.

During the completion of an online process for reserving a hotel
room and purchasing a plane ticket, a user with a cognitive
impairment may become overwhelmed with the amount of instruction and
data input required to complete the process. The user may not be
able to complete the process in one sitting, and may need to take a
break. Users should be able to leave a process without losing their
current place within the process, and without losing data that have
already been entered. If users cannot take a break and check their
work, many will often be unable to complete a task correctly.

While making a purchase on an e-commerce Web site, a user with a
cognitive disability may not remember required information (e.g., a
phone number or a zip code) that may seem easy to remember for users
without a cognitive impairment. Users with cognitive disabilities
may need additional time to look up the information required to
complete a transaction, without losing their place in the process,
and without losing data that have already been entered.

In another example, users’ cognitive skills may temporarily diminish
as they get tired. They then must stop the task for that day, and
continue it when they are feeling better, and when their reading or
processing skills are back to their higher levels.

This pattern helps people with a variety of disabilities including
the following:

People with physical disabilities, who often need more time to
react, to type, and to complete activities.

People with low
vision need more time to locate things on screen and to read.

People who are blind and who use screen readers may need more
time to understand screen layouts, to find information, and to
operate controls.

People who have cognitive or language
limitations need more time to read and to understand.

People who
are deaf and who communicate in sign language may need more time
to read textual information (which may be a second language for
some).

In circumstances where a sign-language interpreter may be relating
audio content to a user who is deaf, control over time limits is
also important.

People with reading disabilities, cognitive limitations, and
learning disabilities, who may need more time to read or to
comprehend information, can pause content to have additional time
to read it.

3.2.5.7.2 More Details

For situations where the absence of a timed event would
significantly change the intended functionality of an application
(e.g., an auction or another real-time event), it is important to
ensure that users with disabilities are properly notified.

A website only times out when sensitive information is given (such
as the users credit card information). The sensitive information is
asked for at the last stage of the process. The user is warned that
once they give the credit card information they should complete the
process quickly as the session can time out. After a period of
inactivity, the Web page asks the user to press any key for more
time. If the user does not respond within 120 seconds, a timeout
occurs. However, when the user comes back and logs-in again all the
content is back.

3.2.5.7.3 Examples

Success example:

A website uses a client-side time limit to help protect users who
may step away from their computers. After a period of inactivity,
the Web page asks if the user needs more time. If the user does
not respond within 120 seconds, a timeout occurs. The user is able
to request more time at least 10 times.

A webpage has a section that automatically updates with the
latest headlines in a rotating fashion. There is an interactive
control that is easy to activate and is labeled with simple text.
It allows the user to extend the length of time, between each
update, to as much as ten times the default. The control can be
operated by mouse, keyboard, or touch.

A ticket-purchasing web site allows users two minutes to confirm
purchase of selected seats, but warns users when their time is
almost out. It allows users to extend this time limit at least 10
times using a simple action, which is labeled with simple text,
such as a button labeled "Extend time limit."

In an auction, there is a time limit on the amount of time a user
has to submit a bid. Because the time limit applies to all users
who want to bid on an item, it would be unfair to extend the time
limit for one user. Therefore, a time limit is required for this
type of activity. No extension, adjustment, or deactivation of
such a time limit is required by this design requirement.

A Web site with sensitive information uses a client-side time limit
to help protect users who may step away from their computers. After
a period of inactivity, the Web page asks if the user needs more
time. If the user does not respond within 120 seconds, a timeout
occurs. However, when the user logs in again all the work is back.

3.2.5.7.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.8 Pattern: Provide Feedback

User Need

As a user who struggles with web content, I need rapid feedback or visual cues to indicate an event was successfully triggered. For example, I need to know when an email has been sent, otherwise it looks as if it has just disappeared.

For each step in a process let the user know of its status and if it
was successfully completed.

3.2.5.8.1 How it Helps

Making the result of each user action clear helps people with a
variety of cognitive disabilities:

Understand that their actions were processed (e.g., the click did
something);

Prevent uncertainty or doubt regarding the outcome; and

Remember what they just did.

For example, a user with age-related forgetfulness, may have
difficulty remembering how the interface worked. So when they press
the send button that may not feel confident that the form was
submitted. Feedback, such as a thank you message, will tell them submission occurred and
make them feel confident in the process.

During a multi-step task this feedback (user-action feedback) can
also assist people with attention or short-term cognitive
disabilities remember what they are doing. For example, a user with
early dementia may get distracted and then forget exactly where they
were in the task. This user-action feedback helps re-orient them.
It also helps them avoid leaving a task by reminding them that they
are in a process, and where in the process they currently are.

Provide easily-recognizable success or failure feedback with every
user action. When possible the feedback should use a consistent and
familiar design patterns. For example:

After a step in a multi-step task is completed, breadcrumbs
display a tick or a checkmark next to that step's name; and, if
applicable, the title or the name of the next step is readily
apparent.

After a button is clicked, it should look depressed. (Note that if
it is a toggle button, the state should also be programmatically
determinable).

After a form is submitted or an email message is sent, feedback
communicating what just happened, such as "Your application was
submitted, thank you" or "Your email message was sent" is
provided.

3.2.5.8.2 More Details

The success or failure of every user initiated action is clearly
indicated to the user by visual, programmatically-determinable,
rapid feedback in the primary modalities of the content. Audio
feedback is supported.

3.2.5.8.3 Examples

Success examples:

WAI-ARIA states are used to provide state feedback for a toggle
button with an animation showing the state (such as a button was
pushed).

Use ARIA-pressed with a visual or a checkbox is checked/unchecked.

Provide a confirmation message when an email message is
successfully sent, or a form is successfully submitted.

Provide visible and programmatically-determinable information to
indicate a new password satisfies security requirements.

Failure example:

There is no progress-indicator (e.g., breadcrumbs) to communicate
completed and current steps in a multi-step process.

3.2.5.8.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.9
Pattern: Notify Users of Fees and Charges at the Start of a Task

User Need

Tell the user about all charges at the start of a transaction
including typical values. Any conditions and terms should also be
available at the start of the transaction in easy language.

3.2.5.9.1 How it Helps

Users with cognitive disabilities who have trouble with memory,
attention to detail or reading comprehension may not be aware of
charges unless they are explicitly noted at the start of a
transaction task. Terms and conditions can be under a link but
charges must be clearly displayed and available in plain language.

Clearly identifying charges at the start of a sale benefits all
users. Those with cognitive disabilities will particularly benefit
because some groups are less likely to have inferred or guessed the
charges would be included. They may not know to look in other
locations in the user flow or in another location, for example on
the homepage, or on a rates page.

People with impaired Executive Function or memory need to have all
the consequences presented in an orderly form to be able to make an
informed decision. When charges are not clear, the consent of the
transaction is unclear.

It also can take much longer for users with disabilities to go
through the process of making a purchase. If a person has spent
hours making an online purchase, it is much more difficult and
upsetting to find out that they cannot afford it. They will often
blame themselves for not understanding the price and may experience
a loss of confidence. They may stop trusting themselves for
day-to-day activities.

For example, a person with Executive Function challenges may be
trying to order a plane ticket, and not realize that there are extra
fees not quoted in the original price, such as taxes, international
fees, baggage fees, etc. They may spend hours booking a holiday only
to find that they can’t afford it. Alternatively, sometimes they end
up purchasing something they cannot afford. And even if they have
completed this process in the past, they are not able to bring their
experience into future purchases to anticipate the final price. The
result is the user loses confidence in their ability to
independently purchase a holiday online, may have incurred a debt
they are unable to pay, may not attempt again, or only with the help
of a hired professional (e.g. travel agent or assistant).

3.2.5.9.2 Examples

Success examples:

There are no surprise charges or conditions.

Users are aware of all charges (including hidden fees) and can
make an informed decision when they decide to purchase an item and
put it in a shopping cart.

For items that shipping charges vary, the range of shipping
charges and the issues that change the rate would be listed, along
with a link to where more details can be found. For example,
weight and speed of shipping my impact your shipping fees which
can be between $4 and $400 depending on location.

Failure examples:

Final transaction includes unknown charges that result in
higher-than-expected total charges.

Final transactions include conditions of purchase that are not
clear to users from the beginning of the task.

Transactions contain charges or conditions that the user did not
know about until they have invested a lot of effort into the sale.

Final transaction is completed and users are surprised by the
total they receive.

3.2.5.9.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.10 Pattern: Let Users Control When the Content Changes

User Need

Description

Ensure that changes of context, functionality, settings, route and
orientation are initiated only by user request or an easily available
mechanism is available to turn off such changes. Also provide an easily available
mechanism to go to previous context, functionality,
settings, route and orientation.

3.2.5.10.1 How it Helps

Any content, settings or functionality which changes unexpectedly,
without user initiation can result in significant barriers for users
with cognitive disabilities. Unexpected changes in any of these
areas can result in loss of focus, anxiety, or confusion in
understanding or using a user interface (such as menus, buttons and
design components). Examples include but are not limited to:

Automatic launching of new windows or pop-ups;

Submission of forms through mechanisms other than a button that is
clearly labeled using simple language to submit the form;

Rerouting automatically by a GPS; and

Changing the direction of a map in a GPS.

For example, a user may not have a sense of direction or know their
left and right. Before using a GPS, they may study the route so that
they know approximately what they are doing and can augment the
directions of the GPS with their own context, using the GPS for
cues. The GPS automatically reroutes them because of a small traffic
delay. They become completely lost and disoriented and can no
longer use the application.

Letting users control when content changes gives users with cognitive disabilities more control over how
websites and applications behave. This gives them
the opportunity to make choices that enable them to use the content
and complete the task.

3.2.5.10.2 More Details

Exception: The changes are part of an activity where it is essential
(e.g. a game).

Route: Directions and flow such as a GPS route.

Orientation: perspective or view such as map direction.

Easily available (or easily available mode or setting), one or more
of the following is true:

Can be set one time with as a wide a scope as possible (such as
using the standards of the OS, From ISO 9241-112 or GPII when
available);

With the option to save or to change the setting for the scope of the set of web pages;

Is reachable from each screen where it may be needed, and the path
and the control conforms to all of this document;

3.2.5.10.3 Examples

Success example:

The user can set to change the route if more than a specific amount
of time is saved. They can add more information such as how many
extra turns are acceptable for saving 5 minutes. When the GPS finds a new route
that saves time, the GPS tells the user about the change including how many extra
turns were added and how much time will be saved. The GPS asks the user if they
want to change the route or if the GPS changed it, the
user can go back to the original route in one touch or command.

3.2.5.10.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

Description

Checking how safety and security techniques work with a wide range
of customized profile including aging users and users with learning
and cognitive disabilities.

Using known techniques to keep sensitive user information safe.

Helping all users understand any relevant known risks. Explain any know risks in plain and friendly language.
This help them make an informed decision and stay in control.

3.2.5.11.1 How it Helps

It is vital that users stay safe on the Internet. Information which
suggests a user has Dementia or an intellectual disability allows
predatory companies and individuals to target that user for scams or
other risky activity. For example, a predatory company could send
requests for money, saying “you haven’t made your donation” despite
the user having made one. Avoid storing information that implies
this or, if you do store it, provide strong security for that
information.

Users with weak executive functioning are less likely to identify
risks correctly so clearly identifying potential risks helps the
user stay safe. Add helpful tips for staying safe while using your
content and provide help in case of problems.

To help identify risks, we suggest holding research and focus groups
with people with cognitive and learning disabilities and to work
with people with disabilities to solve potential and existing
problems.

For example, many people who cannot copy and paste passwords or use
two-step authorization codes ask a caregiver to help them. As
caregivers are often just temporary employees, this leaves the user
completely exposed. Making passwords longer or requiring users
change them regularly increases these unsafe practices and actually
makes the application less secure for many people. This type of
design error is common because people with cognitive and learning
disabilities are left out of the user research and analysis.

3.2.5.11.2 Examples

Success examples:

Providing alternative login options that have been tested with
people who have learning or cognitive disabilities that are
approved security techniques, in your jurisdiction, for sensitive
data;

Working with a wide range of people with learning and cognitive
disabilities;

Using industry best practices for storing and securing user
information;

Using consent forms in plain language that have been tested with
people with learning and cognitive disabilities to ensure they
understand the risks.

3.2.5.11.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.5.12 Pattern: Use Familiar Metrics and Units

User Need

I want interfaces to use metrics I know, and that are common in my location (such as feet or meters) or I get confused. I do not always know what metric they are talking about or notice the number looks wrong.

Description

Provide metrics in units that users will be familiar with.

3.2.5.12.1 How it Helps

Most people are familiar with a single set of units that are commonly
used for metrics in their location or culture. When presented with metrics
in other units they are required to perform a conversion in order to
understand the relative magnitude. This will often require using tools such
as a calculator or web search engine thus making content less accessible.
Provide in line alternatives or an option to switch units that is easily
selected, or perhaps based on the user’s location. Common examples are the
units used for distance, meters, currency and temperature.

3.2.5.12.2 More Details

Sometimes metrics are commonly declared in a specific unit even when
localized alternatives are available. For example, TV or monitor sizes are
usually given in inches even when meters are the common unit. However, even,
in these cases providing alternatives is still useful as users may not be familiar with the metrics given.

3.2.5.12.3 Getting Started

Provide a mechanism to select a different set of metrics that are more meaningful to the user, or provide common alternatives in the text

3.2.5.12.4 Examples

Success example:

The Eiffel Tower is 1,063 feet (324 meters) tall, including the antenna at the top.

Failure example:

The Eiffel Tower is 1,063 feet tall.

3.2.5.12.5 Technical Details

None

3.2.6
Objective: Help Users to Maintain Focus

Distractions can cause users with cognitive disabilities problems such
as:

Losing focus on the current action;

Drawing attention away from the task they are trying to do; and

Difficulty for some users who don't know how to understand, avoid,
and/or stop them.

Once users become distracted, they may find it
difficult to remember what they were doing.
Then they can no longer complete their task at all. This is especially
problematic for users with both low attention and impaired memory, such
as users with dementia.

Items like bread crumbs can help orient the user and help the user
restore the context when it is lost. Making breadcrumbs clickable can
also help the user undo mistakes.

3.2.6.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Identify the different tasks:

Can they achieve the activities easily without losing focus?

Distract the user for a minute so that they lose focus. Can they get
easily back to the task?

Ask the users if they would find this easy to do if under stress or
tired?

Ask the user what would help them remember what they are doing such
as headers or breadcrumbs.

Ask the user if anything was distracting.

3.2.6.2 Pattern: Limit Interruptions

User Need

I can concentrate on what I'm doing as there are no unexpected noises or movements.

Description

Avoid interruptions. If you cannot avoid them, provide an easy way to
control interruptions, reminders, and changes in content, unless they are started
by the user or involve an emergency.

3.2.6.2.1 How it Helps

For people with memory or attention challenges, interruptions can
make completing a task very difficult or impossible. This can
include individuals with Dementia, those that have had a stroke or
brain injury, and those taking medications with side effects
impacting memory and/or attention. Certain types of interruptions or
a certain number may cause them to give up, even if the task is very
important. Interruptions can include sounds, content that visually
appears or changes (e.g. ads on a page). Interruptions can be as simple as text
notifications about the presence of new changes while working in a
shared online document.

A site will work best for those with memory or attention challenges
if they:

Have no interruptions at all,

Have an easy to use pause option so interruptions can be viewed
later, or

Have a setting where users can select which types of interruptions
they prefer.

Many news websites have a lot of interruptions that can cause
challenges for people needing to read important information, such as
school closures due to bad weather. They may encounter breaking news
text, advertisements, and pop-up windows. For those with difficulty
focusing and sifting through the school names, or have two or three
they need to check, these distractions may make the task impossible.
By letting the user pause these distractions, and ideally
temporarily remove them from the page, they will better be able to
complete the task.

Where standard techniques exist to remove or control distractions, they should be used.

3.2.6.2.2 Examples

Success examples:

Ap application lets the user decide how they want to be
notified about reminders and emails. Users can choose visual
reminders and/or sounds, or none. For some users, not having any
notifications enables them to focus on a task and then go to their
emails or calendar when the task is completed.

Failure examples:

There are advertisements on a Magazine article pages that
interrupt a reader’s focus. In the example below, the ad just
under the banner changes (black oval) and the ad below the first
article photo (navy rectangle) change every 20 seconds.

3.2.6.2.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.6.3 Pattern: Avoid Too Much Content

User Need

I can easily identify content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information

Description

Provide users with five or less choices on each screen and remove
unnecessary content. This can be provided via a simplified version
alternative that is generated in real time from the same code base as
the main content.

Extra links that do not relate to the main purpose of the page should
be limited to the footer section. Extra choices can also be provided
using clear and descriptive titles.

This can be provided via a simplified version alternative that is
generated in real time from the same code base as the main content.

3.2.6.3.1 How it Helps

Too much text, too many images and too much other content can cause
cognitive overload, anxiety and loss of focus. Keeping content down
to a small number of important points reduces the clutter, calms the
mind and allows for better understanding whilst aiding memory. In
particular, it helps those with a short attention span who may leave
the page if it appears complex.

3.2.6.3.2 More Details

Avoiding long paragraphs and non-meaningful imagery ensures those
with cognitive impairments can concentrate on the important points
being made.

Keeping to a few short bullet points and limiting to one or two
images related to the main subject areas of a website or service
allows the user to choose whether to explore the site further.

The intent of this Pattern is not to clutter the page with
unnecessary information but to provide important cues and
instructions that will benefit people with disabilities. Too much
information or instruction can be just as much of a hindrance as too
little. The goal is to make certain that enough information is
provided for the user to accomplish the task without undue confusion
or navigation.

3.2.6.3.3 Examples

Success example:

Google has one of the simplest yet easiest sites to use and this
has been copied by companies such as Trivago with a simple search
box and some clear statements followed by some meaningful images
as links to other pages.

Failure example:

A page with too much content, long menus and images set around
long paragraphs of dense text does not help anyone but more
importantly the message is lost in an overload of information.

3.2.6.3.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.6.4
Pattern: Provide Information So a User Can Prepare For and Complete a Task with Estimated Effort

User Need

Description

Before a user performs a task consisting of multiple steps, ensure they have an estimate of the
amount of effort required to complete the task. This should include:

The time it might take and

Details of any resources needed to perform the task.

Once the user starts the task, ensure the use clearly understands when the task is still “in-process” and when it has been completed.

3.2.6.4.1 How it Helps

Some users find distractions difficult especially when the distractions cause them to switch focus mid-task and
subsequently return where they left off. For example, a web site may have a large arrow pointing the
way to the “book here” link. That emphasizes the start of the booking task, and will help users know
when they have started the task.

Often people need to manage their times of concentration so they can focus without interruptions.
Thus, prior advice on the time a task takes, it’s complexity or working memory load enables them to
better prepare and complete without unintentional abandonment. Furthermore, the provision of a list
of required resources before starting the task along with an indication of the number steps left until
completion of the task will help avoid unwitting failures.

3.2.6.4.2 Getting Started

Provide an estimate of time required and a list of all required resources at the start of a multi-step
task or form. Break the task into steps.

3.2.6.4.3 Examples

Success example:

Before the user begins to book an airline ticket, a message is presented “The average time for
booking an airline ticket is 15- 30 minutes. You will need your travel dates, the number of travelers
and each travelers' passport to complete this process.”

Failure example:

Another airline does not notify the user that they need their passport. The process times out when
the user is trying to find their passport number. The user needs to start over or will abandon the booking.

3.2.6.4.4 Technical Details

None

3.2.7 Objective: Ensure Processes Do Not Rely on Memory

Do not put barriers that stop people with cognitive disabilities from
using or getting to content.

Many users have memory issues and/or language issues that can make
remembering passwords or remembering numbers, while processing words,
difficult or impossible. That can make transcribing text or remembering
passwords difficult or impossible.

Sometimes security and authentication put a barrier between users and
the tasks they are doing. For example, requiring remembering and/or
transcribing passwords often blocks users with cognitive disabilities
from accessing content or using a service.

Sometimes developers put a menu barrier between users and the task they
are doing so users cannot use the content or service.

Voice XML enables voice dialog systems and voice browsers. An example
might be a phone menu system that ask you "dial 1 for internal services,
dial 2 for external services, dial 9 for billing services." Sometimes
users need to hold multiple pieces of transitory information in their
minds, such as a number being presented as an option, while processing
terms that follow. Many people with impaired short term memory cannot
hold more than two or three pieces of information in their memory at the same
time. As a result, they cannot complete this task and cannot get to the place they need
to be.

When possible, provide easy-to-use options.

Note that a lot can be achieved through supporting personalization.

3.2.7.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Identify the different activities that the user may want to complete
on the page:

Can they achieve the activities without asking for help?

Does the user make errors trying to achieve the activities?

Does the user find the activities easy to achieve?

Can the user do the same thing later (the password may have been
forgotten)?

Ask users if they would find this easy to do if under stress or
tired.

Ask users were they might have trouble if they are under stress.

3.2.7.2
Pattern: Provide a Login that Does Not Rely on Memory or Other Cognitive
Skills

User Need

I need to be able to use a site without remembering or transcribing passwords and usernames.

Description

Users can login and register without having more cognitive abilities
then they need to use a simple web page. This includes:

Memorizing character strings;

Performing calculations;

Coping;

Answering puzzles;

Reliably producing gestures; or

Recognizing characters presented on screen, and then entering them
into an input field.

3.2.7.2.1 How it Helps

Many people with week memory often lose the password and not be able
to login and use their applications. Their solutions often are only
sometimes helpful and have security risks:

They may have to look at or listen to text several times to copy
or type it into a form field;

They may reuse a single password or use a simple-to-remember
password, which they can remember.

If they need to change their password or use a complicated
password they may store passwords insecurely, such as written on
pieces of paper which other people can see.

They may also struggle with other steps of login, such as:

Entering characters in the correct order;

Entering characters correctly on the first try (resulting in being
locked out).

Finding a PIN;

Working out puzzles or distorted letters;

They can also give up after getting frustrated with time-limited
procedures or presentations of digital security tokens.

Without this design requirement, many people cannot use an
application or content at all. See
Security and Privacy Technologies
issue paper for the full description of this issue, and how it stops
people from using web services that are often critical. Many people
cannot make doctors’ appointments, etc., by themselves. This may be
partly responsible for the reduced life expectancy of people with
learning and cognitive disabilities.

3.2.7.3 Pattern: Allow the User a Simple, Single Step, Login

Description

Provide a simple, single-step alternative for logins

3.2.7.3.1 How it Helps

This allows people with impaired executive function or impaired working memory
to login. This is especially important for users who become confused or overwhelmed
with multi step processes. For example, a use with traumatic brain injury wishes
to use a site for online banking. They can have put their finger on a finger print
scanner to authenticate who they are. Other examples included some third party logins
such as login with Facebook.

3.2.7.3.2 Examples

Success example:

Allow login with Facebook or use the web authentication protocol and allow single
step method that match your security needs.

Failure example:

All login methods involve multiple steps

3.2.7.3.3 Technical Details

None

3.2.7.4 Pattern: Login Alternative with Less Words

User Need

As a symbol user, I need a login process I can use that does not rely on a lot of words

Description

Providing a reserved digit that can be used at any time, usually 0, to skip the voice menu and go directly to a person

Providing simple-to-navigate voice-menu systems with limited options that make sense

Stating the option before the number to selected

Pausing between each option

Waiting for a slow speaker to respond

Providing a simple way to go back without having to start at the beginning

Following usability best practices

Avoiding unnecessary steps or options

Avoiding unnecessary or distracting information such as promotional information

Create a process that does not require:

Memorizing character strings or pin numbers

Remembering digits to select for a short time

Performing calculations

Copying

Clear speech or fast responses

Using executive function to work out the category of the service they need

Going through multiple steps

3.2.7.5.1 How it Helps

Many people cannot use voice menu systems and other complex systems.
This often stops people from completing critical tasks by themselves. Often
this can include making doctors' appointments, getting health
insurance, reaching social services, gettig their water turned back on,
etc.

If people cannot manage voice menus by themselves, they have to ask
someone else to help them. For example, they may delay making a
doctor’s appointment or other critical task as not to bother their
helper. This is a huge problem and means people often do not get the
help they need or get it too late. This may be partly responsible
for the lower life expectancy of people with learning and cognitive
disabilities.

A good short term memory (several seconds) is essential so that the
user can remember the number or the term for the menu. Without these
functions the user is likely to select the wrong number.

Many users have a small short term memory. For example, if you can
remember 7 letters or items in your head at the same time they may
be able to remember one or two. This makes them less likely to
manage a menu system correctly.

For example, a phone menu system (voice ML system) may have an
option: "Press 3 for internal services" To use this
option the user must remember a digit 3 while figuring out if they
need an internal service. Many people cannot do this. It also
requires them to press the correct digit.

When a lot of irrelevant information is given before the correct
option, the user may give up. This is especially true if they did not understand
all the earlier options and information.

The 0 digit should be reserved for reaching a person. Consistently
set the first option for each menu to: "to weight for a person who
can help you press 0". This can help everyone reach the support they
need.

3.2.7.5.2 More Details

Considerations for Speech Recognition

For speech recognition based systems, an existing ETSI standard
for voice commands for many European languages exists and should
be used where possible [ETSI 202 076], keeping in mind that
expecting people to learn more than a few commands places a burden
on the user.

Natural language understanding systems allow users to state their
requests in their own words, and can be useful for users who have
difficulty remembering menu options, or who have difficulty
mapping the offered menu options to their goals. However, natural
language interfaces can be difficult to use for users who have
difficulty producing speech or language. Directed dialog
(menu-based) fallback or transfer to an agent should be provided.

Follow requirements of legislation

For example, the U.S. Telecommunications Act Section 255
Accessibility Guidelines [Section255] paragraph 1193.41 Input,
control, and mechanical functions, clauses (g), (h) and (i) apply to
cognitive disabilities and require that equipment should be operable
without time-dependent controls, the ability to speak, and should be
operable by persons with limited cognitive skills.

3.2.7.5.3 Getting Started

Ensure this pattern is included in important systems that affect health, finance,
communication, water and government services. Unimportant systems, that do not affect the users' health, safety,
money or rights should incorporate as much of this pattern as possible.

3.2.7.5.4 Examples

Success examples:

Using user interaction dialogs in which the first option "to
weight for a person who can help you press 0”;

Using a user-interaction dialog, such as the standard "0" from any
point, where there is easy access to a human operator who can help
users achieve their goals;

Advisory technique: Cueing users to write something that may be
useful at a later point, and give them time to do so.

Failure example:

Long menu systems that make it hard to find a person.

3.2.7.5.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.7.6 Pattern: Do Not Rely on Users Memorizing Information

User Need

Description

Each step in a sequential process must contain the information
necessary to allow a user to proceed. They must rely on memory from
prior steps. When useful, provide a summary of information from
previous steps, and a mechanism for traversing the process.

Labels are before the activation mechanism.

3.2.7.6.1 How it Helps

Often content has barrier which prevent users with learning
disability from completing a step, and as a result, prevents them
from achieving whatever they wished to achieve.

This often happens in multi-step user-interaction dialogs, such as
voice-menu systems, but it can happen in any task including online
shopping or forms.

Some systems assume that all users have a good working memory.
They present several choices to the user and ask them to select
one choice, whether by speaking or through a key press. The user
needs hold multiple pieces of transitory information in the mind.
For example, many users have a small short term memory. For example,
a phone menu system (voice ML system) may have an option: "press 3
for internal services" To use this option the user must remember a
digit 3 whilst figuring out if they need an internal service. Many
people cannot do this. It also requires them to press the correct
digit.

Reduced executive function may also cause problems. Sometime the
user needs more time to complete a task. But she can be problems
also if when the system response is too slow. The user may not
know whether their input has registered with the system, and
consequently may press the key or speak again.

The use needs may need to compare similar options such as
"billing", "accounts", "sales" and decide which is the service
that is best suited to solve the issue at hand. Without strong
reasoning skills the user is likely to select the wrong menu
option.

Advertisements and additional, unrequested information also
increase the amount of processing required.

The use needs to focus on the different options and select the
correct one. A person with impaired attention may have not be able
to focus for a long or multi-level menu. Advertising and
additional, unrequested information also make it harder to retain
attention.

The user needs to interpret the correct terms and match them to
their needs within a certain time limit. This involves speech
perception and language understanding: sounds of language are
heard, interpreted and understood, within a given time.

The user needs to understand the terms used in the menu, even if
they are not relevant to the service options required.

When a lot of irrelevant information is given before the correct
option the user may give up, especially if they did not understand
all the earlier options and information.

Allowing the 0 digit to get to a person, or having the first option
"to weight for a person who can help you press 0" can consistently
help.

Each step in a sequential process must contain the information
necessary to allow a user to proceed. They must NOT rely on memory
from prior steps. When useful, provide a summary of information from
previous steps, and an easy mechanism for traversing the process is
available.

3.2.7.6.2 More Details

Follow best practices in general
VUI design

Standard best practices in voice user interface apply to users with
cognitive disabilities, and should be followed. A good reference is
published by The Association for Voice Interaction Design Wiki
[AVIxD]. Another good reference is [ETSI ETR 096]. Some examples of
generally accepted best practices in voice user interface design:

Pauses are important between phrases in order to allow processing
time of language and options.

Options in text should be given before the digit to select, or the
instruction to select that option. This will mean that the user
does not need to remember the digit or instruction whilst
processing the term. For example: The prompt "press 1 for the
secretary," requires the user to remember the digit 1 while
interpreting the term "secretary". A better prompt is "for the
secretary (pause): press 1" or " for the secretary (pause) or for
more help (pause): press 1"

Error recovery should be simple, and take the user to a human
operator if the error persists. Error responses should not end the
call or send the user to a more complex menu.

Advertisements and other extraneous information should not be read
as it can confuse the user and can make it harder to retain
attention.

Terms used should be as simple and jargon-free as possible.

Tapered prompts should be used to increase the level of prompt
detail when the user does not respond as expected.

See the AVIxD wiki cited above for additional recommendation and
detail.

User settings

User-specific settings can be used to customize the voice user
interface (such as menus, and options), keeping in mind that the
available mechanisms for invoking user-specific settings are minimal
in a voice interface (speech or DTMF tones). If it is difficult to
set user preferences, they won't be used. Setting preferences by
natural language is the most natural ("slow down!") but is not
currently very common.

Extra time should be a user setting for both the speed of speech
and ability for the user to define if they need a slower speech or
more input time etc.

Timed text should be adjustable (as with all accessible media).

The user should be able to extend or disable time out as a system
default on their device

Error recovery should be simple, and take you to a human operator.
Error response should not though the user off the line or send
them to a more complex menu. Preferably they should use a reserved
digit.

Timed text should be adjustable (as with all accessible media).

Advertisement and other information should not be read as it can
confuse the user and can make it harder to retain attention.

Terms used should be as simple as possible.

Examples and advice should be given on how to build a prompt that
reduces the cognitive load

Example 1: Reducing cognitive load: The prompt "press 1 for
the secretary," requires the user to remember the digit 1
while interpreting the term secretary. It is less good then
the prompt "for the secretary (pause): press 1" or " for the
secretary (pause) or for more help (pause): press 1"

Example 2: Setting a default for a human operator as the
number 0

Considerations for Speech Recognition

For speech recognition based systems, an existing ETSI standard
for voice commands for many European languages exists and should
be used where possible [ETSI 202 076], keeping in mind that
expecting people to learn more than a few commands places a burden
on the user.

Natural language understanding systems allow users to state their
requests in their own words, and can be useful for users who have
difficulty remembering menu options, or who have difficulty
mapping the offered menu options to their goals. However, natural
language interfaces can be difficult to use for users who have
difficulty producing speech or language. Directed dialog
(menu-based) fallback or transfer to an agent should be provided.

Follow requirements of legislation

For example, the U.S. Telecommunications Act Section 255
Accessibility Guidelines [Section255] paragraph 1193.41 Input,
control, and mechanical functions, clauses (g), (h) and (i) apply to
cognitive disabilities and require that equipment should be operable
without time-dependent controls, the ability to speak, and should be
operable by persons with limited cognitive skills.

3.2.7.6.3 Getting Started

This is essential for critical systems such as health, finance,
communication, water and government services.

3.2.7.6.4 Examples

Success examples:

Using user interaction dialogs in which the first option "to
weight for a person who can help you press 0”.

Using a user-interaction dialog, such as the standard "0" from any
point, where there is easy access to a human operator who can help
users achieve their goals.

Advisory technique: Cue users to write something that may be
useful at a later point, and give them time to do so.

Failure examples:

Long menu systems that make it hard to find a person more
requirement. The user can figure it out and then hears the digit
they need

3.2.7.6.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8 Objective: Provide Help and Support

3.2.8.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Test for the following:

Are enough user groups represented?

For example, a typical project may wish to include: People living
with early stage dementia, age appropriate forgetfulness,
intellectual disabilities, different specific learning disabilities
and communication disorders.

Identify the different ways a user may “Report Issues and Problems.”

Can the user find a way to submit their feedback without asking for
help?

Can the user submit their feedback at each stage of the process
including from the home page and any place they may get stuck?

Does the user make errors trying to submit their feedback?

Does the user find it easy to submit their feedback?

Does the user’s mood deteriorate when submitting feedback? (A sign
of frustration)

Ask the users if they would find this easy to do if under stress or
tired.

Ask the user where they might have trouble if they were under
stress.

Does the user understand the feedback process and are they able to
complete the task? Use concrete ways to check that the user
understands. For example: Is the user able to identify if/when they
will receive a response back? The method a response back may come
(e.g. email, phone). Where the feedback goes/what happens to the
feedback?

Make sure it is simple to use and does not require a lot of
information that will prevent people from giving feedback.

Confirm it is available at different stages in the process and is
one click away.

Confirm that when feedback is given and a process is in place for
acting on it!

3.2.8.2 Pattern: Provide Help and Alternative Content for Complex Information and Tasks

User Need

As a user who struggles with text and words, I need contextually-relevant graphs and pictures to supplement text so I can understand a point without a lot of reading. For example, I find graphs much easier to understand than the same information in an article or academic paper.

Description

This should include redundant information for different user groups such as:

Summaries and step-by-step information

Explanation of choices and any disadvantages

Tables and charts

Symbols familiar to the user

Well-structured video content

Pictures and informational graphics

Alternatives for numeric content

Dedicated help and alternative content should be clearly differentiated from primary content.

3.2.8.2.1 How it Helps

The use of complex information, long documents and data in a
particular format can present significant barriers to users with
cognitive accessibility needs. Users should be able to understand
the information and successfully complete described tasks without
requiring further external assistance as much as possible. If
content is sufficiently complex to cause barrier, it may be
inaccessible and then additional supporting help should be provided.

The complexity of information may be inherent in the information
itself, for example the language used, the quantity of information,
or the subject matter. In this case, it is likely to need careful
explanation, organization and presentation for all users to be able
to understand without any mistakes, confusion or need of assistance.

In addition, the presentation mode of information, such as a graph,
diagram or table, may obscure its meaning through complexity. Here,
a supporting description and guided interpretation will highlight
the key features the user needs to understand.

Help may be provided in various forms, for example:

Text "asides" providing explanation and help for diagrams.

A supporting chart or graph to illuminate text content.

Video clips that show the tasks being completed in steps.

A supplemental table – as long as it is not itself complex.

Popup on hover explanations of keywords - possibly linked to a
glossary.

Semantic headings are used to break the information down into
a more manageable size and provide structure to the
information being presented. This particularly benefits users
of Assistive Technology.

The content owner identifies at least two keywords that aid
comprehension for the user and these keywords are programmatic
determinable and emphasized in the modality of the user.

Using Personalization semantics to identify keywords

Using Personalization semantics to supply a summary

Using a plugin to supply a summary

3.2.8.2.3 Getting Started

Provide explanatory content for complex information that is
important for successful completion of a task including tasks in the
real world.

3.2.8.2.4 Examples

Success examples:

The explanation of a medical procedure and success rate statistics
is amplified through the use of an additional text aside, a
diagram and a graph.

The multi-step process for applying for a visa is made easier to
use by adding flow chart of all the steps that is always visible.
Each step in the flowchart has links to extra help and the current
step is clearly highlighted

Failure example:

A graph and data table of sales figures is shown without any
explanation of the key features that relate to the content.

3.2.8.2.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8.3 Pattern: Provide Help with Directions

User Need

Description

3.2.8.3.1 How it Helps

Some people confuse their left with their right and so will may be
unable will be unable to use navigation systems. Others may
experience difficulty recognizing relative and cardinal directions
such as North, South, East, and West,

Providing alternative terms relative and cardinal directions if
possible, for example “the driver's side”. This is helped with
personalization.

Consider using any standard mechanism for the platform or
technologies that provide for personalization of relative and
cardinal directions and terms.

3.2.8.3.2 Examples

Success example:

Simple personalized disambiguation of left and right is always
available

Failure example:

Consistent reference to points of the compass including less well
known ones (e.g. N by NE)

3.2.8.3.3 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8.4 Pattern: Provide Help for Forms and Non-standard Controls

User Need

Description

Provide help for any complex forms, particularly when there are
multiple steps, unusual interactions, non-standard controls and
required fields that do not support autocomplete. Give examples
that make it easy to understand what to do.

3.2.8.4.1 How it Helps

Users often find forms and related tasks to be the most complex
experience with web sites and can easily become confused, unsure, or
even completely lost. Providing extra help can make the difference
between being able to successfully complete a task and giving up.
This is especially true if any part of the form is complex or
provides nonstandard interactions.

Many standard forms controls provide support automatically. For
example, many fields can be automatically fill it all in the
information using autocomplete or personalization semantics. Then
the user will not make mistakes filling it out.

When you require additional fields and nonstandard controls many
users will have difficulty filling it in. Many users with
disabilities will get the information incorrect or be unable to work
out how to complete the task. Often this results in the task being
completely abandoned. In other cases, the user asks a care giver for
help to complete the form or work the control. In either case, they
have not been able to complete the task because of their disability.

3.2.8.4.2 More Details

The standard HTML forms and controls have been carefully specified
for maximum usability and accessibility. They are usually understood
by users, especially if they are familiar with web interactions.
However, users are likely to experience difficulties if the standard
form behavior has been altered or completely new controls are
provided. Assuming the new behaviors have been carefully designed
and user tested, users may still require help in order to
successfully use them.

Examples of forms and controls that are likely to require additional
help:

New behaviors like bank sort code fields where there is auto
tabbing between the 3 boxes as digits are entered;

Password fields that require certain character types of characters
to be entered;

Surveys with complex interactions, for example where buttons only
appear depending on previous answers;

Date entry where there could be some ambiguity about the required
format;

custom controls like date pickers.

Help can be provided via various mechanisms, perhaps with an
accessible help button next to a nonstandard control.

Sufficient techniques for forms

Using a standard mechanism for the platform or technologies exists
for context sensitive help;

Using COGA semantics for context sensitive help;

Semantic headings are used to provide a logical structure to a
form adding both the understanding of the form layout and the
information required. This will also benefit users of Assistive
Technology.

Sufficient techniques for non-standard controls

Clear and non-ambiguous instructions should be available for
non-standard controls.

Using Personalization semantics for instructions should be
available for non-standard controls.

3.2.8.4.3 Examples

Success examples:

A help button next to date picker provides accessible pop-up help
for using the control.

A form has multiple steps. Users are informed on their progress
through the stages.

Failure example:

A form has complex mechanism for enabling and disabling sections
as you scroll or tab between them but no help is provided.

3.2.8.4.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8.5 Pattern: Clearly State the Results and Disadvantages of Actions, Options, and Selections

User Need

The advantages or disadvantages of the options are clear to me and I understand the effects of the choice I might make. For example, when choosing a cheaper airline ticket you often have to pay for a meal.

Description

When presenting users with actions and selections, clearly explain the benefits, risks and consequences of each option. This includes any:

Changes from what the user asked for,

Disadvantages from the standard product or offering,

Features that may be a risk to the users wellbeing or finances.

3.2.8.5.1 How it Helps

Clearly stating benefits and consequences of each action and selection option helps individuals avoid mistakes.
This is particularly important when the results cannot be easily corrected, lead to safety risks, or may never be known.

For example, a user of a travel site is booking a trip to Geneva. They see an option at a good time, but this ticket
is to a different city. They assume the options give are to the location they asked for. They check the dates and times,
but, because they cannot read quickly, do not double check the destination. They are taken to a different location,
and as a vulnerable user end up at night without accommodation.

In another example, a user sees a laptop for sale at a good price. They do not see the refurbished word in the
long description. The laptop is not actually a good price.

3.2.8.5.2 Getting Started

Whenever you ask the user to make a selection or take an action, consider whether there are any implied or hidden results that the user should be aware of.

If so, clearly indicate those results within the UI and confirm the user is aware of them.

3.2.8.5.3 Examples

Success example:

When choosing an airline ticket, a customer has to select several price points. Next to each, there
is a clear description of what is included. The least expensive option does not include a meal or baggage
beyond a small carryon. Once purchased the ticket is nonrefundable. The most expensive option can be
refunded or exchanged and includes a meal, carry-on bag, and 1 piece of checked luggage.
If the ticket is to a different destination or other unusual or change that could be a risk to the user is asked to confirm the change.

Failure example:

Each meal option available for selection from an online menu has a fun name. The meal contents, side items, and ability to customize
each option is not visible until two steps later in the process. A customer must go several screens down on each item in order to make a decision.

3.2.8.5.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8.6 Pattern: Provide Human Help

User Need

Description

Ensure easy access to a human who can provide help and support.
Support can be on accessibility, technical, process or domain based.

Access to human help should never require the user to manage complex
menu systems such as voice menus with different options.

3.2.8.6.1 How it Helps

In cases where the user gets stuck or confused for any reason,
contact with a human is usually the most effective and suitable
solution. Otherwise, the user may abandon the process and be left
with negative attitude towards the service or supplier.

One or more contact mechanisms should be easy to locate and use from
any page or any step in a process.

3.2.8.6.2 More Details

Examples include

An option for live chat or video call help. Note: It must be full
accessible and easy to close new windows that open as part of live
help functionality;

A phone number, ideally with a feature to automatically call via
an interoperable Voice over IP specification;

A simple site contact form;

An email link using the ‘mailto’ protocol with prefilled “to” and
“subject” fields. Note will not work on all platforms or depending
of the user's mail client;

Use available standards to get human help for example, using the 0
digit on voice menu systems;

It is important that voice communication is easy and this implies
the person providing help can both be easily understood and is able
to understand others, allowing for a range of vocal and verbal
characteristics. Sensitivity to the requirements of people with
learning cognitive disabilities is also important.

3.2.8.6.3 Examples

Success examples:

A phone number, ideally with a feature to automatically call via
an interoperable Voice over IP specification.

An email link using the ‘mailto’ protocol with prefilled “to” and
“subject” fields. Note will not work on all platforms or depending
of the users mail client.

3.2.8.6.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

Description

Make it easy for the user to set a reminder for date and time
sensitive events. Use standard API’s when possible.

Reminders must be set only at the user’s request and the user must be
able to personalize the reminder method.

3.2.8.7.1 How it Helps

People with cognitive and learning difficulties often have
challenges managing events and time. In fact, being unable to
correctly manage events and time without support is a diagnostic
criterion for some groups of disabilities. This results in missing
meetings, not submitting a request by a certain date or a form
within a specified time period.

Using calendar APIs (or task manager) that allow the user to
automatically add events and deadlines to their own calendar can
help in many cases, for example:

When the user copies information into a calendar they often copy
the day or time incorrectly.

The user is challenged processing and retaining time based
information.

The user is challenged in sequencing time bound events.

The user's skills decrease when tired to such an extent that they
have to stop a task. They may wish to reschedule the task.

For example, a user with a learning disability set a doctor's
appointment online. Often they copy the detailing incorrectly onto
their calendar. However, the website gives them an option to add the
appointment to the calendar and sets a reminder an hour before. The
user now comes to the correct place at the correct time.

The benefit to users with cognitive accessibility needs is that they
can independently manage appointments, deadlines and schedules. The
ability to set reminders can reduce the cognitive load associated
when processing time bound tasks. Time dependent activities may be
monitored and tracked by the user to ensure that they are completed
in a timely manner.

Always give the option to set a reminder at the end of the task so
that the user does not get interrupted.

It is essential not to add unwanted reminders as this makes the
user's calendar too full. This can even prevent them from being able
to use their calendar at all. The user is the best person to know
how many reminders, and which type, will best meet their needs.

3.2.8.7.2 More Details

Where a standard mechanism exists for the platform or technologies,
it must be used. See:

Date and time sensitive events are any event that has to be
completed by a certain time. The time constraints on such an event
may be defined by a calendar date and time or by the total elapsed
time.

Variables that could be considered on 'when to supply a reminder'
include:

Time - at a logical time

Location - prompted when at an appropriate location

Context - on computer vs. mobile, on specific site, etc.

This design pattern addresses two broad classes of issues associated
with this type of information:

If the user perceives the activity to be too complex the user may
decide to abandon the activity and therefore be excluded from the
information and/or services derived from the completion of the
activity.

If the activity relies on a number of distinct events being
carried out sequentially over an extended period of time or if a
single event must be completed by a specified date and time then
the likelihood of errors being made during the activity increases,
particularly for users with cognitive accessibility needs.
Activities are often missed because the date and time is confused.

3.2.8.7.3 Examples

Success examples:

A health care site allows you to set a local medical appointment.
Once the appointment is set the user is given the option to add it
to their calendar (automatically) with a reminder three hours
before. They are also given the option to add or edit the
reminder.

3.2.8.7.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.8.8 Pattern: Make It Easy to Find Help and Give Feedback

User Need

Description

Make it easy for the user to ask for help or report issues at any point in the process. This
includes:

Easy to Use: Feedback information and forms are simple and clear.
(User Testing with different user groups is highly recommended.)

Easy to Find: Available from any place where the user may get stuck

Using a preferred communication method such as a form, email, chat, or phone support

The option to provide feedback should never require the user to manage
complex menu systems such as Integrated Voice Menus (IVR) with many
different options.

3.2.8.8.1 How it Helps

Providing an easy way for users to give feedback will help people be
able to share problems, ask for help, make suggestions and positive
comments. If users cannot give feedback easily, problems will
continue to exist without the site owner being aware of the
problems. It is important to allow users to provide feedback from any point in the process so that people do not get lost when trying to explain why they are stuck.
Ideas for improvements and positive feedback will also be
missed.

3.2.8.8.2 More Details

Make sure the feedback option is:

Simple to use;

Available in all stages of the process;

Has a process in place to respond helpfully to any feedback
submitted;

Does not make the user provide unnecessary information;

Does not rely on complex menu systems.

Providing multiple methods for gathering feedback is recommended.
For example, on a website, consider providing all 4 options for
feedback including live chat, a phone number, a web form and a
feedback email address.

Note that chat bots may not be appropriate for this particular type
of feedback other than to start the feedback process. These can be
extremely frustrating if you cannot easily get to the area you are
trying to reach.

3.2.8.8.3 Examples

Success examples:

A banking website had a major accessibility problem. This problem
blocked some customers from paying their bills online. One of these
customers found a feedback form on the page where they got stuck.
The customer was able to report the problem. A help desk employee
reached out to the customer and helped them complete their bill
payment successfully. That help desk employee also reported the
accessibility problem to the software team. The software team
corrected the problem in the next software release. The new design
was easier for all users and resulted in more customers successfully
paying their bills on time.

Web Chat or Web Call - An option to provide feedback using live
chat or a video call. Note: The live chat or video call feature
must be fully accessible. Web chat should not be a distraction and
easy to close. Check usability with user testing.

Phone - A feedback phone number, ideally with a feature to
automatically call via Voice over IP. Make sure there are no
complex voice menus.

Web Form - A simple site contact form with no more than 3 required
fields

Email - An email link using the "mailto" protocol with prefilled
“to” and “subject” fields. Note will not work on all platforms or
all mail clients.

Interactive Voice Response (IVR) - Provide an automatic option at
the end of an IVR to give feedback by pressing a specific digit on
the phone.

3.2.8.8.4 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.9 Objective: Support Adaptation and Personalization

Personalization can enable us to really meet the individual user’s
needs. Some users need extra support which we can provide with minimal
effort from the user via personalization. Personalization allows the
user to select preferred options from a set of alternatives. Some
alternatives may be provided by the content author or app developer and
others may be semi-automated. This can include:

Familiar symbols and graphics that the user knows;

Tool tips;

Language they understand such as literal language or common terms;

Less features and options to the optimum number for the individual
user;

Keyboard short cuts that are familiar to the user;

Widgets for help.

Personalization also helps with the following:

Sometimes user needs conflict;

Learning new designs, patterns and widgets can be confusing - we want
to allow users use widgets they already know;

Extra support can be annoying to people who do not need it;

Making content predictable is necessary for accessibility for some
people but can often be considered boring design for other users;

Ability to change levels of complexity and simplify the content is
important as people skills improve or decrease over time or context.

One use-case we would like to see is providing interoperable symbol set
codes for non-verbal users. Products for people who are non-vocal often
use symbols to help users communicate. These symbols are in fact people's
language. Unfortunately, many of these symbols are both subject to copy
write and are not interoperable. That means end-users can only use one
device, and can-not use apps or AT from a different company. An open set
of references for symbol codes for these symbol sets however, could be
interoperable. That means the end user could use an open source symbol
set or buy the symbols and use them across different devices or
applications. Symbols could still be proprietary but they would also be
interoperable.

3.2.9.1 User Testing

Make sure your user testing includes individuals with a range of
cognitive disabilities. Do not just ask questions, but ask the user to
complete an action that demonstrates usability.

Description

3.2.9.2.1 How it Helps

People with cognitive disabilities are often using add-ons or
extensions as assistive technology. This includes:

Reading of the long form of acronyms;

Support for text-to-speech with synchronized highlighting of the
phrase being read;

Content simplification;

Creating mind maps out of the heading structure;

Support for retaining content that has already been entered;

Password management;

Spell checking;

Changing the symbols or the interface.

Changing numbers from digits to words and words to digits

Adding white space between lines, sentences, phrases, and chunks

Alternative ways to input the content such as speech recognition

Adding pictures

If these functions are not supported, the author should provide all
support all the functions of the add-ons in use as assistive
technology.

For example, a user with traumatic brain injury has executive
function and memory impairments impacting their ability to remember
details such as:

The Internet of Things (IoT) interface

Their user name and password

What an acronym stands for

A phone number

The meaning of uncommon words

Supporting the use of an add-on that simplifies content and adds
help (such as the long form of acronyms, and a popup dictionary)
enables them to understand most content.

Supporting password management tools enables him to successfully
login and avoid being locked out of secure sites.

Storing non-sensitive information and auto complete helps them fill
out a form. This suggests common information, like a person's phone
number or address. It also helps them avoid making mistakes. It
eliminates the need for accurately recalling this information from
memory or having to copy and paste it, which is a task that often
prevent them from successfully using a form.

When overwhelmed by textual content, they have an extension that
inserts symbols that they are familiar with that helps them find the
content they need.

However, sometimes a web site stops their extensions and API’s from
working. The result is that the use cannot use this web site.

Another example is a person that has a language related disability
(e.g. Dyslexia) which may cause them to read at a slower rate. They
often miss objects and information that they did not know they
needed to read. While high-literacy readers scan text, low-literacy
users may read the text “word-for-word.” This means they only know
what is written when they have intentionally read out. This is
similar to having a narrow field of view and they can be unaware of
other items not directly in the flow of text that they are reading.
They may also miss things on the page that help them understand what
to do. For example, there may be a side bar or call out box which
helps make decisions about which link to go to that matches their
particular needs. These readers may select the earlier option they
encounter, because they may not have noticed (or prioritized)
reading that side bar content. They also might miss information that
is essential for successfully completing an interaction.

Too many options may add to the complexity of interacting with IoT
devices. Additional options should be easy to ignore and not require
a lot of reading to understand that they are additional, as well as
how to skip them.

Sometimes IoT interfaces may confuse the user, such as a default
"reading" on a meter being set to “2” and not “1.” The user would
then need to reset it to “1.”

It is important in any proposed solution to make operational tasks,
such as interacting with the IoT, as transparent as possible so that
users can focus their attention on the functional aspects, such as
relating to content.

3.2.9.2.2 More Details

Support compatibility with assistive technology and standardized
personalization. The definition of standardized API's is identified
in the native platform's documentation or in a WCAG technique. This
is important as the design requirement is not open ended.

People with cognitive disabilities are often using add-ons as
assistive technology. It is essential that add-ons and similar tools
work. Otherwise, we need to make the author support all the
functions of the add-ons in use as assistive technology.

Exceptions:

When there is a security or safety requirement, these API's may be
disabled for the relevant field

If it breaks the main function of the site, such as evaluation and
testing applications

3.2.9.2.3 Getting Started

Content can be used with APIs and extensions that support those with
cognitive disabilities.

Testing verified through the use of some of the APIs appropriate for
the content. For example:

Testing with spell checker and password storage apps or
extensions.

Test with an extension that add to the left click.

Test with a toolbar that enables simplification or personalization
and is designed for people with cognitive disabilities.

3.2.9.2.4 Examples

Success example:

Browser extension and personalization tool bars work. User is able
to apply their settings from a personalization toolbar to improve
the usability for them of the page.

Failure examples:

Password storage applications do not work;

Distraction removing extension does not work;

Spell checker extension does not add options to the right click
menu, or does not underline mistakes made by the user;

The correct symbols cannot be added by a simplification toolbar.

3.2.9.2.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.9.3 Pattern: Support Simplification

User Need

Description

Support simplification of your content. Often this includes allowing the user to:

Remove or hide features that most users do not
use or that are not essential;

Get less test or more simple text;

Select the content format or version of the content that is easiest for me to understand; or

Find the extra features when wanted.

3.2.9.3.1 How it Helps

A user who has difficulty reading or using Web content can be easily
overwhelmed with too much information on a web page. They need to
simplify the page to just the critical information that they need
and not spend all their energy reading and understanding other
content and features. This is also true for users who are easily
distracted.

For example, an email program has lots of features and formatting
options when drafting an email. This makes it too complex for a lot
of people. With personalization the user can have a simple option
with only send and cancel options. There is a “to” and subject line
but no cc or bcc options. In this setting there is a clear heading
(write an email) and they have icons that the user understands.

3.2.9.3.2 More Details

Note that:

Typically, a simple application has 3 to 6 functions;

Make sure it is easy to get back to the full featured version;

You can meet this design pattern by;

Use aui-simplification on regions and controls;

Use other attributes in personalization semantics;

Add a simplification toolbar;

Provide an alternative version.

3.2.9.3.3 Getting Started

Add aui-simplification=”critical” on content that is in any critical
user testing paths.

3.2.9.3.4 Examples

Success example:

Simplified “reading” view is available and easy to close.

Failure example:

A busy email program with lots of regions with different controls
bars and features such as tagging, group tagging, start a new
thread etc. There is no easy way to simplify the page.

3.2.9.3.5 Technical Details

The following are proposals for WCAG. They experiment with more
testable language.

3.2.9.4 Pattern: Support a Personalized and Familiar Interface

User Need

Description

Provide users with a way to personalize their interface to make it familiar.

This can be done by:

Allowing a rollback to a previous interface that the user is familiar with and knows how to use

Adding semantics on controls, links and symbols that allows the user to control the experience. For example:

Html 5 autocomplete on common fields;

Adding a toolbar that adds personalized images;

Use attributes in personalization semantics.

Personalization technology is still young and is developing rapidly.
At the time of publication HTML autocorrect on fields was the best
supported.

3.2.9.4.1 How it Helps

Personalization changes the interface to meet the needs of the user.

Having familiar terms and symbols is key to many users being able to
use the web. However, what is familiar for one user may be
unfamiliar to another requiring them to learn new symbols. Adding
semantics allow symbols and support to be added by an extension or
browser that is familiar to the individual user.

A stronger example is people using Alternative and Augmentative
Communication (AAC) systems. AAC systems designed for people who are
non-verbal often use symbols with or without text.

These users usually only learn one symbol set. They cannot easily
communicate with other symbol users in a written format or may
struggle to understand different symbols used in different
applications. Some symbols are subject to copyright and cannot be
shared across applications.

If users' symbols are mapped to the same concepts, then user agents
can load the symbols that are understandable by the user and they
user can access the web and other applications.

Other support includes autocomplete and extension that help the user
fill out forms and understand the content. Many users with memory or
executive functions impairments could not fill in forms without
asking someone to help copy over information or check their work.
Autocomplete, many more users to manage forms by themselves.

3.2.9.4.2 Getting Started

Use Html 5 autocomplete on all common fields;

Add a toolbar that adds personalized images or;

Add the semantics that can work with a toolbar for personalized
images.

B. Mapping Design Patterns to User Groups

The table of design patterns and user groups maps patterns from the
design guide such as "User safety" and "Task
completion" with the groups of users who benefit, such as those
with "Memory impairments" and "Reduced focus and
context".

C. Guidance for Policy Makers

This section provides guidance for policy makers on how to use the design patterns (general, repeatable solutions to commonly occurring problems) to build a policy regarding web content to ensure that the needs of individuals with learning or cognitive disabilities are addressed. Web content designed without consideration for the needs of individuals with learning or cognitive disabilities may create accessibility barriers to the needs of the end-user. Development of a policy includes the following steps which are discussed in this section:

Define the scenarios to be included in the policy (i.e., address the environments or situations in which the policy will apply)

Review the different design pattern criteria, which are listed in the following table, and decide if they are relevant to the environmental or situational scenarios.

Note that the design patterns in the following table are linked to their respective areas of the Design Guide which contains detailed information about getting started, implementation, and technical details.

Develop a policy with requirements based on an analysis of the environmental or situational scenarios and the design pattern criteria

Table of design patterns and policy criteria

Design Guide Number

Name

Testable through automated mechanism or user testing

Requires user testing with individuals with cognitive disabilities

Can be applied to all content

Important for conversational interfaces

Important for IoT (Internet if Things)

User need level<

A.2

Clear design

yes

yes

yes

yes

yes

high

A.3

Simplify navigation

yes

yes

yes

yes

yes

high

A.4

Clear content

yes

yes

yes

yes

yes

high

A.5

Prevent errors and simplify corrections

yes

sometimes

yes

yes

yes

high

A.6

Support focus

yes

sometimes

yes

yes

yes

high

A.7

Do not rely on memory

yes

no

yes

yes

yes

high

A.8

Provide help

yes

no

yes

yes

yes

high

A.9

Support simplification

yes

no

yes

yes

yes

high

Policy makers should familiarize themselves with the design patterns as they relate to the environmental or situational scenarios for which they are responsible. Determine if user testing is needed or desired, with regard to the scope or expense for the affected sites. Refer to the issue paper on user testing for additional information.

User considerations must also be taken into account when developing scenario-based policies, such as individual safety concerns, autonomy and savings in care-giving, and the cost of individuals with cognitive or learning disabilities leaving the workplace earlier than necessary due to lack of appropriately designed content or interfaces.

The following are examples of scenarios that may be covered by a policy:

Workplace content - including but not limited to professional sites and productivity tools

Individual content - apps, interfaces to run home devices, book a cab, write an email; any content or functionality that facilitates autonomy

Examples of scenario-based policies:

Emergency Services: A policy for emergency services might require the inclusion of all design patterns. The inclusion of all design patterns would help to ensure that individuals, regardless of learning or cognitive disability, can quickly access and interpret emergency information and respond appropriately.

Critical Services: A policy for critical services might require any design pattern with a medium to high user need level, as reflected in the table of design patterns and policy criteria. A robust system for inclusion of most design patterns would ensure that individuals can quickly access and interpret information that directly impacts them.

General Legislative Policy: A legislative policy for widespread adoption on website design might include any items that do not require human testing and have a high user need level.

Workplace Legislative Policy: A legislative policy that applies to content in the workplace might include any items that are optionally testable and have a medium to high user need level.

D. Testable Statements for Each Pattern

Many of the patterns in the design guide above have a sections of technical details. They link to proposals for WCAG with more testable language and test cases. The task force is thinking of creating an appendix of these statements, with or without a test process. The task force would like feedback if this appendix would be useful.

E. Business Considerations

Editor's note

This section is an early draft. The task force is considering adding a section on the business case for inclusion of people with age related cognitive impairments and learning disabilities. The task force would like feedback if you would find this section is useful and we should continue working on it.

This document can help you meet the needs of underservicing end-users such as high net worth senior citizens – an underserviced 7.1 trillion-dollar growth market and secondary market of high potential millennial impaired by learning disabilities and related situational impairments

The Aging Population as a Market

One of the most reliable market projections is that the population is aging. More consumers are older, and more of the wealth is in the control an older demographic.

As people age, disabilities increase. This includes age-appropriate forgetfulness and a slower speed of learning new designs. This may make consumers feel excluded and that their needs are not considered. Accessibility can give the consumer the trust and feeling of being looked after. In contrast if a site is difficult for people with, the older population is likely to feel that the group is interested in them as a market.

On the other hand, according to Georgia State University's Center for Mature Consumer Studies, today's mature market (those aged 55 and above) already controls 75 percent of America's wealth and 70 percent of its disposable income. Clearly, this expanding demographic is an important market for many organizations.

Additional studies have shown that the mature market is no longer off line and may even be outpacing younger user groups when it comes to adopting new technologies and online media. However, their online needs may be underserviced and seniors manage to complete only 55.3% of tasks online.

G.3 Enabling funders

This publication has been funded in part with Federal funds from the U.S.
Department of Health and Human Services, National Institute on Disability
Independent Living and Rehabilitation Research (NIDILRR) under contract
HHSP23301500054. The content of this publication does not necessarily
reflect the views or official policies of the U.S. Department of Health
and Human Services, nor does mention of trade names, commercial products,
or organizations imply endorsement by the U.S. Government. Some of the
work on this project has also received funding from the European Union’s
Horizon 2020 research and innovation programme under grant agreement
No.780529 and 643399.